Krytyczna refleksyjność nauczycielek przedszkolnych i wczesnoszkolnych - w świetle ambitnych wzorów i rozczarowujących realiów
Critical Reflexivity of Preschool and Early School Teachers - in the Light of Ambitious Patterns and Disappointing Realities

Summary/Abstract: The aim of researches was to determine critical reflection correlates for 237 pre-school and early school teachers. Theoretical bases constituted author's constructive criticism conception, models by D. Schön and H. Giroux, and researches of social psychologists. There were applied Critical Competencies Questionnaire and Scales: Need for Closure Scale and Dogmatism. Results didn't confirm some expectations as they indicated the lowest teachers competencies for reflectiveness, criticality and insight in comparison with distinguished groups. Teachers presented low critical constructiveness and high awareness of fallibility. There were identified positive correlations between critical reflectiveness and openness, liberalism, self-improvement and negative - with some dimensions of cognitive rigidity. Results may be commented with context of deterioration of teachers professional preparation with emerging deficits of under-evaluation and cognitive rigidity, low curiosity and tendency for criticism. In the light of obtained results, the possibility to realize the patterns of "reflective practitioner" or "transformative intellectualist" by teachers, should be questioned.

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