Critical thinking is recognized as one of the key professional competences. In our study, we wanted to research whether there were differences in critical thinking skills among the students entering ...the faculty, concerning some of their socioeconomic and educational characteristics, whether there were differences in critical thinking skills among students of two courses of study, as well as differences in critical thinking among the first-year and third-year students of each course of study, because the results could show the effects of courses of study on the ability of the graduates in this respect. Among the most important conclusions of the research we should emphasize that there were significant differences between the scores of the first-year students in relation to completed secondary school, that there were no differences in critical thinking among the first-year students of two courses of study, that these differences in the third-year students were significant, and that the first-year and third-year students of two courses of study practically showed no progress in critical thinking skills (except in one sub-test). Final conclusion would be that it would be necessary to introduce in study more specific content and different teaching styles, which would encourage critical thinking skills among students.
The article discusses results of evaluation study of the project "How to become learning school." Evaluation study was focused on subjectively perceived effects of teachers' engagement in action ...research process which was the basic strategy of searching for quality of teachers' practice in this project. Specifically, the study focuses on these questions: What was the meaning of AR for teachers in the project? How they experienced their action research practice & what are the main effects of their action research process? What are their needs regarding the AR process? Are they willing to research their practice in the future? In this study 128 teachers from six gymnasiums were involved, who have cooperated in this project for two or three years. Tables, Figures, References. Adapted from the source document.
In the paper we look at the two fundamental factors affecting the experiencing, decision-making & acting of a professional in professional situations: an interpretation of events taking place & the ...professional's mental models & beliefs. On the basis of models which see the decision-making process as determined solely from the individual's perspective we move on to an integration & propose a model which takes account of both factors in one scheme. We further look at the process of critical self-reflection as the key factor in changing the interpretation of actions in professional situations or rather in the real & permanent professional development & growth. Figures, References. Adapted from the source document.
An important area of change & development for the supervisee is the area of cognition, which can be researched from the perspective of the contents & the process. We analyzed one aspect of ...(potential) cognitive changes, ie, the changes in attributing reasons for events in professional situations that could be a reflection of changes in some aspects of perceiving one's self. We assumed that in the process of supervision a shift occurs in the following manner: in the later stages of supervision, the supervisee begins to see herself/himself in the role of agent (the person in the position to influence) rather than the target (the influenced). This change could be the result of widening the limits of one's autonomy as a consequence of taking part in the supervision process. The attributions have been extracted from the written reflections of the supervisees. Every attribution we coded in accordance with the LACS coding method (Munton, et al, 1999) & followed the potential changes in some aspects of attribution over a longer period of time. The results by the supervisees were compared with the results by the supervisors. In conclusion, we presented a few case interventions where the aim was to encourage the supervisee to widen the limits of her/his autonomy &/or to see herself/himself as the agent of changes. 8 Tables, 19 References. Adapted from the source document.
This article presents the transaction analysis concept of psychological game playing, referring to patterns of dysfunctional communication with predictable & unfavorable outcomes. It is suitable for ...the analysis & interpretation of the dynamics of individual players, couples, & groups. Provided are a few definitions & models for analyzing psychological games, & reasons for their realization. Twenty-five psychological game models are described that can occur in supervision groups & can be initiated either by the supervised or the (inexperienced) supervisor. Every game has its counterpart; ie, there is a point beyond which the supervisor can stop the game & encourage more functional behavior by one individual or the whole group. 21 References. Adapted from the source document.
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