Εκπαιδεύοντας "στοχαζόμενους" εκαπιδευτικούς (reflective teachers) : γιατί, πότε, πώς.

Περίληψη

The basic functions schools are called upon to perform in the framework of compulsory education differ according to each situation. However, apart from the specific needs of each time period and location, the main mission of a school is to ensure, on the one hand, excellent student performance, and on the other, the equal enjoyment of opportunities by all students. Schools, es¬pecially today, are asked to carry out these functions, taking into considera¬tion the challenges of our times, such as multicultural co-existence, the dominance of technology, the evolution of the sciences and the rapid re¬newal of knowledge. At the same time, schools aim at preparing students not only for the present, but also for the ever-changing future. The abovemen¬tioned characteristics of the modem school define, to a great extent, a teacher’s role too. A teacher should possess the qualifications and profes¬sional knowledge required. The question, therefore, is ‘What qualifications are necessary for a teacher to be effective in his work?’ Teachers’ effective¬ness cannot only be secured through the acquisition of knowledge and skills, but that it also depends on their ability to be reflective on their action. The present article aims to examine the question that it can be cultivated this pro¬file of reflective teacher via systematic education and more specifically via the field experience of teachers.