Proces zkušenostně reflektivního učení v pojetí lektorů osobnostně sociálního rozvoje.
| Title in English | The process of experiential reflective learning in a concepts of personal and social development lecturers. |
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| Authors | |
| Year of publication | 2012 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | Reflective experiential learning is a pedagogical theory and practice tested concepts of learning, whose common feature is focused thinking, evaluation or transformation experienced by, during which people individually or in cooperation with others trying to discover new resources and opportunities they experience these provide for their immediate reality of life (cf. eg Boud, Keogh, Walker, 2005, Mezirow, 1990, Moon, 2009; Weil, McGill, 1990). In the literature, these concepts are particularly evident in the form of various models, respectively. cycles of learning (see, eg, Kolb, 1984; Jarvis, 2004), aiming at a detailed description of the process follows established learning. The question we ask authors of this paper is how teachers personal and social development of this platform learning in practice truly grasp and used when working with their target groups. The answer looking through qualitative analysis of video recordings of group sessions conducted combined with the analysis of narrative interviews, on the basis of which eventually identified and described several possible concepts experientially reflective learning that is emerging in practice. |
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