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A Journey of Self-Reflection in Students’ Perception of Practice and Roles in the Profession

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  • Remigijus Bubnys

    (Research Institute, Siauliai University, 25 Visinskio Street, 76351 Siauliai, Lithuania)

Abstract

The basis of the study is the findings of scientific research dealing with experiential reflections of university students studying in the special education Bachelor degree study program in Lithuania. The special educator is a teacher of children with special educational needs, an educational assistance specialist who is able to recognize, assess, and meet children’s special educational needs arising due to disabilities, disorders, or learning difficulties, and to professionally provide special pedagogical assistance in the conditions of inclusive and special education. In order to analyze the experience of prospective special educators who study at the university for four years, first year students were chosen. At the start of their studies at the university, in the first month of their studies, students do their practice in the institutions of the educational system: Pre-school, general, and/or special education institutions. The aim of the practice is to get familiar with the subtleties of the future professional activity. It is maintained that students’ initial experience outlived at the start of studies is important and significant for further studies at the university. The article deals with the results of written reflections of students who have returned from practice. The phenomenological hermeneutics method enabled to disclose students’ experiences in their practical activities during their observational practice, providing deeper understanding of the study area, as a precondition for reflective learning in further university studies, and by interacting with participants of the (self) education process, the article presents future special educators’ practical experiences and perceptions of their roles in the profession. The results disclosed that self-reflection provides students with deeper perception of themselves as people with special educators’ needs and problems, personal strengths and competence limitations that enable them to identify sources and means for solving existing and future professional activity problems. It further reveals that cooperation with family members, university teachers, social pedagogues, teachers, children with special educational needs, sharing experiences with student colleagues could lead to greater self-confidence in oneself as a future specialist. Curiosity and personal initiative enabled students to identify positive and difficult moments of the professional activity and future professional role while learning from experience.

Suggested Citation

  • Remigijus Bubnys, 2019. "A Journey of Self-Reflection in Students’ Perception of Practice and Roles in the Profession," Sustainability, MDPI, vol. 11(1), pages 1-17, January.
  • Handle: RePEc:gam:jsusta:v:11:y:2019:i:1:p:194-:d:194457
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    References listed on IDEAS

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    1. Sanna Hilden & Kati Tikkamäki, 2013. "Reflective Practice as a Fuel for Organizational Learning," Administrative Sciences, MDPI, vol. 3(3), pages 1-20, July.
    2. Benjamin Saunders & Julius Sim & Tom Kingstone & Shula Baker & Jackie Waterfield & Bernadette Bartlam & Heather Burroughs & Clare Jinks, 2018. "Saturation in qualitative research: exploring its conceptualization and operationalization," Quality & Quantity: International Journal of Methodology, Springer, vol. 52(4), pages 1893-1907, July.
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    Cited by:

    1. Sima Zach & Miki Ophir, 2020. "Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education," Sustainability, MDPI, vol. 12(7), pages 1-13, April.
    2. Annchen Mielmann, 2021. "Being Innovative in Running an Online Food Research Project in Consumer Sciences during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(24), pages 1-22, December.
    3. Ariane Díaz-Iso & Almudena Eizaguirre & Ana García-Olalla, 2020. "Understanding the Role of Social Interactions in the Development of an Extracurricular University Volunteer Activity in a Developing Country," IJERPH, MDPI, vol. 17(12), pages 1-17, June.

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