| Abstract [eng] |
The dissertation substantiates reflective learning as the conception and continuous education process. The application of the conception of mixed methods created possibilities to diagnose, to reflect and to point out models of reflection applied by future special education teachers during theoretical and practical studies as well as the factors influencing students’ self-reflection and their reflection on their activity and studies. The qualitative research was carried out by analysing unstructured written reflections presented by students, by applying the method of phenomenological hermeneutics to process the data. It was identified what internal and external as well as of what level factors make the strongest and the weakest impact upon the efficiency of reflective learning of students – special education teachers. The quantitative research disclosed general tendencies of students’ reflective learning at theoretical and practical studies by supplementing it with the results of the quantitative research. The significance of theoretical preparation was substantiated by the decrease of the fragmentation and inconsistence of applied methods of reflective learning. The latent structure of reflective learning was revealed, the model of reflective learning at university studies, based on theoretical and empirical data, was designed. The dimensions of the model should be treated in trends when improving the training and development process of special education teachers, modelling the curriculum of professional education at a higher education institution at academic, practical and individual levels in order to empower students to reflectively learn by analysing and learning from the acquired experience. |
