Esej jako narzędzie wspierające rozwój refleksyjności przyszłych nauczycieli przedszkola i edukacji wczesnoszkolnej w perspektywie cyklicznego modelu refleksyjnego uczenia się Grahama Gibbsa
Essay as a Tool to Support the Development of Reflexivity of Pre-service Preschool and Early Childhood Education Teachers in the Perspective of the Graham Gibbs' Reflective Cycle

Summary/Abstract: The aim of this article is to highlight the role and importance of using qualitative research techniques - reflective essays - in classes designed to foster the personal and professional development of future pre-school and early childhood education teachers. The text describes the results of the content analysis of tasks created by third-year students of preschool and early school education as part of the "Personalized Development Tutoring" course at the Jagiellonian University using the Deductive Qualitative Analysis approach. The essays were preceded by group classes and individual consultations, and the analysis of the written work was based on Graham Gibbs' (1988) cyclical model of reflective learning, which comprises six stages: description of experience, feelings and thoughts, evaluation, analysis, summary, and action plan. An analysis of the students' statements shows a growing awareness of their strengths, which also results from their numerous pro-development activities. The experience of becoming a teacher was often described as a transformative process, based on active experimentation and the discovery of new knowledge both in the academic environment and during student internships. The article is an attempt to present a new perspective on the development of reflectiveness and self-evaluation skills of future preschool and early school education teachers.

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