On Reflexive Skills and Competencies of the Teachers

Ivanova-Armeykova Rositsa Ms

doi:doi:10.11648/j.edu.20200904.12

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On Reflexive Skills and Competencies of the Teachers

Ivanova-Armeykova Rositsa Ms

Published in Education Journal (Volume 9, Issue 4)

Received: 30 August 2019 Accepted: 9 December 2019 Published: 13 July 2020

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Abstract

In this article we consider the phenomena of reflection and educational reflection as a basis for the competence of educators to manage their behavior, as well as the skills to interact with the personality of the students and reveal the technological side of the educational process. The French economist and politician Jacques Delors justifies the four basic guiding principle – pillars of education, in conjunction with the concept of lifelong learning and education in the 21st century. The four main pillars of modern education, requiring the formation of four main groups of competences are: learning to know, learning to act (learning to do), learning to live together, learning to be. The effectiveness of a good teacher is a set of multiple knowledge, reflexive skills and competences, which are constantly developed and enriched. Especially significant from them, in our opinion, are having respect for others, empathy and congruence. The accumulated practical experience of teachers is not a sufficient condition for professional development. Only the constant reflection, analysis and transformation of their own experience has allowed them to develop their skills.

Published in	Education Journal (Volume 9, Issue 4)
DOI	10.11648/j.edu.20200904.12
Page(s)	99-104
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Reflection, Educational Reflection, Reflexive Competencies, Empathy, “Action-Reflection Model”

References

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[2]	Vvedenskiy, V. N. (2003). Modeling the professional competence of a teacher. Pedagogy., 10, 51-55.
[3]	Demidko, M. N. (red.). (2001). Reflexive Skills studying in secondary specialized educational institutions: Mn.: RIPO.
[4]	Dilova, M. & Nikova, G. (1989). Dictionary of Psychology (translation from the fourth German edition) VEB Bibliographic Institute, Leipzig.
[5]	Encyclopedia "Psychology and behavioral science". (2008). Sofia: Science and Art.
[6]	Metaeva, V. A. (2006). Reflection as metacompetence, Pedagogy, 3, 57-61.
[7]	Raven, J. (2002). Competences in the modern society: expression, development, realization (pr.ot angl.). Moscow "Kogito - center"
[8]	Rogov, E. I., Kuzymina, N. V., Shiyan, O. M. & Landsheer, V. (2012). Economic and humanitarian research of regions. Nauchnoteoreticheskiy zhurnal. 2, 14.
[9]	Semenov, I. N. & Stepanov, S. Yu.(1992). Reflexive psychology and pedagogy of creative thinking. Zaporozhye: PGI.
[10]	Sidorov, S. V. & Gavrilov, A. G. (2010). Theoretical prerequisites for the design of reflexive competence. world of science, culture, education, 1, 253-256.
[11]	Carson, N. & Å. Birkeland (2009). Guidance for preschool teachers. Kristiansand: The college publisher.
[12]	Handal, G. & P. Lauvås (1983). On their own terms: a strategy for guidance with teachers. Oslo: Cappelen. Revised edition from 1999 is available in full version.
[13]	Handal, G. & P. Lauvås (1990). Guidance and practical professional theory. Oslo: Cappelen. The entire book electronically.
[14]	Lauvås, P. & G. Handal (Stapled, 2015). Guidance and practical professional theory.
[15]	Skagen, K. (2004). In the countryside landscape. Kristiansand: Hogskoleforlaget.
[16]	http://moyuniver.net/refleksivnaya-kompetenciya-iprofessionalnaya-kompetentnostuchitelya/
[17]	http://www.webster-dictionary.org/
[18]	http://www.vashpsixolog.ru/lectures-on-the-psychology/134-other-psychology/792-refl e
[19]	http://www.gumer.info/bibliotek_Buks/Pedagog/slast/03.php
[20]	https://no.wikipedia.org/wiki/Handlings-_og_refl eksjonsmodellen
[21]	https://translate.google.bg/translate?hl=bg&sl=no&u=https://www.cappelendamm.no/_veiledning-og-praktisk-yrkesteori-gunnar-handal-9788202411176&prev=searc

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Ivanova-Armeykova Rositsa Ms. (2020). On Reflexive Skills and Competencies of the Teachers. Education Journal, 9(4), 99-104. https://doi.org/10.11648/j.edu.20200904.12

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Ivanova-Armeykova Rositsa Ms. On Reflexive Skills and Competencies of the Teachers. Educ. J. 2020, 9(4), 99-104. doi: 10.11648/j.edu.20200904.12

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Ivanova-Armeykova Rositsa Ms. On Reflexive Skills and Competencies of the Teachers. Educ J. 2020;9(4):99-104. doi: 10.11648/j.edu.20200904.12

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@article{10.11648/j.edu.20200904.12,
  author = {Ivanova-Armeykova Rositsa Ms},
  title = {On Reflexive Skills and Competencies of the Teachers},
  journal = {Education Journal},
  volume = {9},
  number = {4},
  pages = {99-104},
  doi = {10.11648/j.edu.20200904.12},
  url = {https://doi.org/10.11648/j.edu.20200904.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20200904.12},
  abstract = {In this article we consider the phenomena of reflection and educational reflection as a basis for the competence of educators to manage their behavior, as well as the skills to interact with the personality of the students and reveal the technological side of the educational process. The French economist and politician Jacques Delors justifies the four basic guiding principle – pillars of education, in conjunction with the concept of lifelong learning and education in the 21st century. The four main pillars of modern education, requiring the formation of four main groups of competences are: learning to know, learning to act (learning to do), learning to live together, learning to be. The effectiveness of a good teacher is a set of multiple knowledge, reflexive skills and competences, which are constantly developed and enriched. Especially significant from them, in our opinion, are having respect for others, empathy and congruence. The accumulated practical experience of teachers is not a sufficient condition for professional development. Only the constant reflection, analysis and transformation of their own experience has allowed them to develop their skills.},
 year = {2020}
}

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T1  - On Reflexive Skills and Competencies of the Teachers
AU  - Ivanova-Armeykova Rositsa Ms
Y1  - 2020/07/13
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N1  - https://doi.org/10.11648/j.edu.20200904.12
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Author Information

Ivanova-Armeykova Rositsa Ms

Department of Pedagogy and Management of Education, Faculty of Pedagogy, University "Paisii Hilendarski", Plovdiv, Bulgaria

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APA Style

Ivanova-Armeykova Rositsa Ms. (2020). On Reflexive Skills and Competencies of the Teachers. Education Journal, 9(4), 99-104. https://doi.org/10.11648/j.edu.20200904.12

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ACS Style

Ivanova-Armeykova Rositsa Ms. On Reflexive Skills and Competencies of the Teachers. Educ. J. 2020, 9(4), 99-104. doi: 10.11648/j.edu.20200904.12

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AMA Style

Ivanova-Armeykova Rositsa Ms. On Reflexive Skills and Competencies of the Teachers. Educ J. 2020;9(4):99-104. doi: 10.11648/j.edu.20200904.12

Copy | Download

@article{10.11648/j.edu.20200904.12,
  author = {Ivanova-Armeykova Rositsa Ms},
  title = {On Reflexive Skills and Competencies of the Teachers},
  journal = {Education Journal},
  volume = {9},
  number = {4},
  pages = {99-104},
  doi = {10.11648/j.edu.20200904.12},
  url = {https://doi.org/10.11648/j.edu.20200904.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20200904.12},
  abstract = {In this article we consider the phenomena of reflection and educational reflection as a basis for the competence of educators to manage their behavior, as well as the skills to interact with the personality of the students and reveal the technological side of the educational process. The French economist and politician Jacques Delors justifies the four basic guiding principle – pillars of education, in conjunction with the concept of lifelong learning and education in the 21st century. The four main pillars of modern education, requiring the formation of four main groups of competences are: learning to know, learning to act (learning to do), learning to live together, learning to be. The effectiveness of a good teacher is a set of multiple knowledge, reflexive skills and competences, which are constantly developed and enriched. Especially significant from them, in our opinion, are having respect for others, empathy and congruence. The accumulated practical experience of teachers is not a sufficient condition for professional development. Only the constant reflection, analysis and transformation of their own experience has allowed them to develop their skills.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - On Reflexive Skills and Competencies of the Teachers
AU  - Ivanova-Armeykova Rositsa Ms
Y1  - 2020/07/13
PY  - 2020
N1  - https://doi.org/10.11648/j.edu.20200904.12
DO  - 10.11648/j.edu.20200904.12
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 99
EP  - 104
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20200904.12
AB  - In this article we consider the phenomena of reflection and educational reflection as a basis for the competence of educators to manage their behavior, as well as the skills to interact with the personality of the students and reveal the technological side of the educational process. The French economist and politician Jacques Delors justifies the four basic guiding principle – pillars of education, in conjunction with the concept of lifelong learning and education in the 21st century. The four main pillars of modern education, requiring the formation of four main groups of competences are: learning to know, learning to act (learning to do), learning to live together, learning to be. The effectiveness of a good teacher is a set of multiple knowledge, reflexive skills and competences, which are constantly developed and enriched. Especially significant from them, in our opinion, are having respect for others, empathy and congruence. The accumulated practical experience of teachers is not a sufficient condition for professional development. Only the constant reflection, analysis and transformation of their own experience has allowed them to develop their skills.
VL  - 9
IS  - 4
ER  -

Copy | Download