Open AccessREFLEXIVE PRACTICE A PREDISPOSITION FOR TEACHER’S PROFESSIONAL AUTONOMY
Author(s) -
Svetlana Pandiloska Grncaroska,
Fadbi Osmani
Publication year - 2019
Publication title -
knowledge
Language(s) - English
Resource type - Journals
eISSN - 2545-4439
pISSN - 1857-923X
DOI - 10.35120/kij3402341p
Subject(s) - reflexivity , praxis , autonomy , pedagogy , meaning (existential) , creativity , pragmatism , promotion (chess) , professional development , sociology , psychology , engineering ethics , epistemology , political science , social psychology , social science , philosophy , politics , law , psychotherapist , engineering
The contemporary scientific literature on the education of teachers and their professional competences deals a lot with the meaning of reassessment, analysis and follow up of their own practice. It is considered that even during the process of preparation on their future profession, teachers should develop more flexible pedagogical competences, because the time we are living in calls for teachers that are prepared to deal with different uncertain situations and accommodation on changes. In accordance to this, during the time of their professional qualification, we should emphasize the development of their creativity, the promotion of their critical thinking, initiative, autonomy of thoughts and inner motivation. The aim of this paper is to show that teachers can advance their work so that they reexamine their activity and their beliefs, and they will analyze their students reactions, they will learn from their own praxis and they will exchange their experiences. This paper shall deal with the reflexive meaning of the pedagogical praxis that enables teachers’ autonomy and this autonomy cuts with the strong need of pragmatism in this contemporary world. Here we can count on the opinion that the pedagogical work can not be presented as algorithm which is another confirmation on the need of reflexives and practices.