REFLEXIVITY - A PRINCIPLE FOR INNOVATION IN EDUCATION REFLEXIVITY - A PRINCIPLE FOR INNOVATION IN EDUCATION - ALEXANDRACHE CARMEN The Teacher Training Department, ”Dunarea de Jos” University of Galati

Reflexivity a principle for innovation in education Reflexivity - a principle for innovation in education  quality of education  socio-emotional behavior  intellectual skills  responsibility  active learning

The problems are....  The changes in education receives consistent with this "predisposition to meditation", and which ensures the success of developed thought, planning and educational objectives  In the context of teaching, to reflect, is an honest and responsible approach on school performance, on efficiency of intellectual results, but also on psycho- behavioral events, on changes of attitude, as well as affective expression.

The problems are.... Who?, When?, How?, Why? and For whom?, this questions designate the situations of problem whose answers lead to valuing reflexivity in school practice. In fact, it awakens and sustains attention to educational work, seen from multiple perspectives, but also from different positions (of the status of student, teacher, parent or partner representing the Local Community).

The aim is... Our study does to explain the importance of current education in the reflect of activity of those involved in teaching and more than that, we aims to show some methodological issues that helped to make to active and engaged meditations, with educational purpose

Research hypothesis and objectives Our demarche starts from the premises that reflexivity is as active as the scientific research and the social relationships, a fact for which it necessitates a prolonged and complex training, a lot of involvement, time and experience in establishing the moments, the strategies and the means to determine its efficiency.

Research hypothesis and objectives…. The study incorporates the reflexivity of the problems regarding the improvement of the quality of education. In this respect it emphasizes the means of developing the (self)reflexive qualities of students and of teachers, (together with some examples of types of activities) it demonstrates the connection between reflexivity and active learning and it rapports it to the guidance function of evaluation in education, it suggests understanding reflexivity as a side of student focused learning and of developing the critical thinking

Research methodology and results Reflexivity incorporating the predisposition to meditation and the training and development strategies of reflective skills, the motivation and the experience

Research methodology and results… Reflection comprises three levels (K.Zeichner, 1996) : 1. Reaction - a response, a personal view on a situation, a comment or an experience; 2. Elaboration – a reactions comparison with other experiences of fact happened, to a theory or a moral or philosophical position; 3. Contemplation – a personal construction, methods, attitudes, problems and solutions

Research methodology and results… Examples of activities which develop reflective skills  awareness and revaluation of experience (individually and collectively);  students habituation of to see a subject from different perspectives;  finding alternatives, compare solutions, making contrasts;  making unexpected questions and contextualization of a subject, a problem;  collective discussions online, cafes, clubs, debates, discussion groups;  the role play;  critical reflection, imaginative speculation, skepticism reflective diary, "double entry journal", essay to five minutes, writing and rewriting exercises;  activities that develop investigative experience, analyzing causes and consequences, which draws necessary conclusions for future action and evaluation of these results, products;

Research methodology and results… Examples of activities which develop reflective skills  activities facilitated by the new information technologies (cyber): , blog, site, website, Wiki page, electronic portfolio (ePortofolios), online journals, etc. through programs and online storage and communication ( MediaWiki, PBWiki, MoinMoin, Wikispaces, SeedWiki, TWiki, ZWiki, OpenWiki, SocialText, TiddlyWiki etc.).  activities facilitated by the traditional means of communication: oracle, tickets  activities facilitated by the the media: issues, essays, interviews

Conclusion… The main conclusion of the study refers to the fact that reflexivity presupposes not only thinking upon what has happened or what should have happened (thus making a critical analysis upon it), but it must be complemented by the action taking (by means of making a decision and of applying it).

Conclusion…  Reflexivity means not only thinking about what it was, or about to be (thus achieving a critical review over them), but it is completed with action (decision and application)  The reflection : - leads to the formation and development of reflective skills - encourages education differential, strong student- centered

Reflexivity… can be the answer for shock mitigation world evolution, may be a way to ensure even development of the world for the better, want and ready.