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ERIC Number: ED455569
Record Type: Non-Journal
Publication Date: 2000-Sep
Pages: 10
Abstractor: N/A
Reference Count: N/A
On Reflective Practitioner Research in Czech Education.
Pol, Milan
This paper reports on a study of reflective practice, which has been a gradual process in education in the Czech Republic. Until the 1990s, most research and development in education and in preservice and inservice teacher education and training had been different from this reflective approach. Instead, quantitative research approaches had been conducted exclusively by professional researchers from outside the school. Teaching was regarded as a job of an executive nature, and the main headteacher's function was to control its execution by teachers. Critical inquires were not wanted. Both preservice and inservice teacher education were quite removed from efforts to make reflective activities an important part of learning and development. Although schools got a large deal of autonomy in the 1990s, inservice teacher education and training did not help them much to learn and use their independence. The last decade has brought many significant changes, and some of them have created opportunities for the recognition of reflective practitioner research. However, many of these fundamental changes were carried out predominantly to remove existing barriers and to make some link to the precommunist era, rather than to take into account current developments in the West. The pre-1989 system was abandoned, but there was no systematic replacement for the old system. In spite of many efforts, there is an urgent necessity to encourage reflective practice in almost every field of education. (DFR)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Czech Republic