The purpose of this master thesis was to find out how social pedagogues, who work in primary school counselling service, reflect their own working practice and what the reflection means to them. In theoretical part we present different methods of reflection practicing, important aspects of learning about the process of reflection, the elements of reflective thinking and activities as well as the main areas of school counselling service. The empirical part is based on qualitative approach. The sample consisted of six counselling workers – social pedagogues, with whom semi – structured interviews were made. The results of content data analysis have shown that social pedagogues reflect in different ways, including group as well as individual reflection. They do group reflection with their co – workers, within professional teams or they talk to their former academy classmates whereas individual reflection is based on the observations and findings which appear within the conversation with a co – worker and is written down in their notebooks. The reflection enables them a relief, experimental learning and is also used as a method of one's own personal professional development. They cover the areas of work of school counselling service, apart from work with external institutions. The content of reflection also includes thinking of one's own virtues, competences and fears. All interviewees have gained the knowledge on different ways of reflection practicing during the process of social pedagogy study. The results have also shown the role of head teacher as the most important in enabling reflection in school. The majority of schools where they work strives to develop the school as a learning community.
The interlocutors point out the desire for supervision, which is not provided to them within the school.
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