Od asymetrickosti skúseností k seba-konštituovanosti učiteľa
From the Asymmetry of Experience to the Self-Constitution of the Teacher

Summary/Abstract: The aim of the paper is to present the conceptual development and the current form of a research design focused on examining changes in teachers’ cognition as a result of their participation in continuing professional development provided by the National Institute of Education and Youth, in the context of the ongoing curriculum reform in Slovakia. The research sample consists of primary school teachers involved in innovation-oriented professional development programmes aimed at implementing reform objectives. The research design is grounded in a qualitative research framework, with a particular emphasis on a discursive genre of qualitative inquiry and the use of professional reflective portfolios and focus groups as key data collection tools. The study is theoretically anchored in the concepts of teacher cognition, professional beliefs, and discursively constructed professional identity. The proposed research design assumes the identification of processual phases in the transformation of teacher cognition, ranging from the externalisation of routine practice through a discursive crisis to the gradual internalisation of a new professional identity. The paper highlights the significance of pedagogical discourse as a key mechanism of professional change and provides a theoretical and methodological framework for optimising professional development by supporting teachers’ autonomous professional thinking and practice in the context of curriculum reform.

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