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Pedagogical concept of self-reflection of students of social education: Qualitative study of self-reflection determinants

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dc.title Pedagogical concept of self-reflection of students of social education: Qualitative study of self-reflection determinants en
dc.contributor.author Martincová, Jana
dc.contributor.author Trubáková, Lucie
dc.contributor.author Fröhlichová, Sabrina
dc.relation.ispartof European Journal of Educational Research
dc.identifier.issn 2165-8714 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2021
utb.relation.volume 10
utb.relation.issue 4
dc.citation.spage 1793
dc.citation.epage 1806
dc.type article
dc.language.iso en
dc.publisher Eurasian Society of Educational Research
dc.identifier.doi 10.12973/EU-JER.10.4.1793
dc.relation.uri https://www.eu-jer.com/pedagogical-concept-of-self-reflection-of-students-of-social-education-qualitative-study-of-self-reflection-determinants
dc.subject qualitative research en
dc.subject self-reflection en
dc.subject social education en
dc.subject students of social education en
dc.subject university education en
dc.description.abstract The main topic of the presented article is the pedagogical concept of self-reflection of students of Social Education. The authors understand the pedagogical concept as primarily educational determinants that influence and shape students' self-reflection. To identify this aim, the authors formulate the main research question: How do social education students reflect on themselves as students, and what are the determinants of study self-reflection for social pedagogy students? The authors used the qualitative research strategy, specifically The Grounded Theory, through which sixty self-reflecting essays were analysed. These written self-reflections were further complemented with six in-depth interviews in which we acquired clarifying information on self-reflection and self-assessment of social education students. It was ascertained that students' self-reflection is shaped through an awareness of internal and external study factors, which subsequently influence the overall concept of their study, motivation to perform, study style, and self-assessment. © 2021 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/). en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1010608
utb.identifier.obdid 43882704
utb.identifier.scopus 2-s2.0-85116215429
utb.source j-scopus
dc.date.accessioned 2021-10-26T10:27:25Z
dc.date.available 2021-10-26T10:27:25Z
dc.rights Attribution 3.0 Unported
dc.rights.uri https://creativecommons.org/licenses/by/3.0/
dc.rights.access openAccess
utb.contributor.internalauthor Martincová, Jana
utb.contributor.internalauthor Trubáková, Lucie
utb.contributor.internalauthor Fröhlichová, Sabrina
utb.fulltext.affiliation Jana Martincová*, Lucie Trubáková, Sabrina Fröhlichová Tomas Bata University, CZECH REPUBLIC * Corresponding author: Jana Martincová, Tomas Bata University in Zlín, Faculty of Humanities, Czech Republic. ✉ martincova@utb.cz
utb.fulltext.dates Received: February 4, 2021 ▪ Revised: June 8, 2021 ▪ Accepted: August 25, 2021
utb.fulltext.sponsorship The authors appreciate the financial support from the Internal Grant Agency IGA/FHS/2020/001 as the specific university research.
utb.scopus.affiliation Tomas Bata University, Czech Republic
utb.fulltext.projects IGA/FHS/2020/001
utb.fulltext.faculty Faculty of Humanities
utb.fulltext.ou -
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