Published: 2018-10-06

Barriers and limitations in the reflective development of early education teachers

Bożena Muchacka , Iwona Czaja-Chudyba
Pedagogical Forum
Section: Topic
https://doi.org/10.21697/fp.2018.2.02

Abstract

The idea of reflective development of teachers has been an important issue in education for years, but this slogan remains in the space of wishes and postulates. Researchers most often do not delve into the reasons for the persistent remaining of teachers on safe positions of a non-reflective, instrumental-technical way of experiencing reality. Therefore, the aim of the article will be an analysis of the subjective and external limitations in the process of reflective development of early education teachers. The presented classification of limitations will include subjective barriers (cognitive, emotional-motivational and related to personality) and (related to external factors) cultural, political and environmental barriers, which are linked to the specificity of the educational process. It should be emphasized that the awareness of factors inhibiting or limiting reflective professional development may contribute to a better understanding of the situation of early education teachers, as it is one of the most optimal forms of participation in postmodernity.

Keywords:

reflexivity, limitations in the development of early childhood teachers

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Muchacka, B., & Czaja-Chudyba, I. (2018). Barriers and limitations in the reflective development of early education teachers. Pedagogical Forum, 8(2), 17–32. https://doi.org/10.21697/fp.2018.2.02

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