Measuring the Unmeasurable? Differences in Reflexive Thinking among Polish Students

Abstract

The paper contains advanced statistical analysis, original methods and a significant contribution to the claim that measurement of reflexivity is possible. It is based on original empirical research using a sample of 334 students from different faculties and educational levels. It utilises a qualitative questionnaire containing a 4-level reflexivity scale, designed by Kember et al. (2000), translated into the Polish language and context. The aim of the study was to identify whether students' reflexivity levels can be associated with the level of their study, taking into account possible masking effects of their age. Differences were tested for faculty and system of training (full time or part-time). Analysis confirms the strongest relation between reflexive thinking, system of tuition and level of studies. There was no connection found between reflexive thinking and the faculty of study or the respondents' gender.

Using Unstructured Cognitive Maps to Analyse the Reflective Thinking of Teachers: Results of Qualitative Research

“…In recent discourse in education sciences, reflection is often defined as a key competence for professional teaching activities (Leonhard & Rihm, 2011), an essential skill at every level and in every field of education (Perkowska-Klejman & Odrowaz-Coates, 2019). During the years of becoming a teacher, acquiring an approach that necessitates reflection during and after pedagogical activities (i.e.…”