| Abstract [eng] |
The aim of this work is to reveal the expression of reflective learning in the professional field of a social pedagogue.For the research the strategy of a mixed research combining quantative and qualitative research methods had been chosen. In this work a theoretical analysis of the expression of reflective learning in professional field of a social pedagogue had been performed. During the qualitative research in a semi-structured interview 10 people with a qualification of social pedagogue had been interviewed to reveal expression of reflective learning in professional field of the specialists. The data of the research had been processed using the method of content analysis. During the quantative research using an online questionnaire a research had been made with the aim to reveal the expression of reflective learning in professional field of a social pedagogue. A statistical (factorial and correlational) data analysis had been made. 118 people with a qualification of social pedagogue participated in the research.In the empirical part the opportunities of social pedagogue to reflect their personal experience, the integration of theoretical and practical knowledge in the professional field as well as collaboration with other specialists when solving problem situations are analysed.The most important conclusions of the empirical research:The results of the research have revealed that social pedagogues continually reflect in their professional field. The reflection of personal experience helps the specialists to identify their strengths, to get to know the client and his family in the process of solving a problem situation. Social pedagogues have enough theoretical knowledge and are able to relate it to practice; it influences effective work of the specialists in every stage of a problem situation: before solving a problem situation, while solving the problem situation and after having solved the problem situation. When questions arrise in the professional field social pedagogues discuss them consulting and collaborating with their colleagues and the family members of their client. The specialists follow innovations in order to refresh their knowledge and develop their reflective skills; they go to refresher courses and seminars, read professional literature and later relate their theoretical knowledge with the professional activity, however, they lack knowledge about reflective learning and about the application of reflective methods in their professional field. Key words: reflective learning, social pedagogue, professional activity. |
