PERSPECTIVE OF COGNITIVE THINKING AND  REFLECTIVE TEACHING PRACTICE

Jelena Maksimović; Jelena Osmanović

doi:10.5937/IJCRSEE1902001M

Authors

Jelena Maksimović University of Niš, Faculty of philosophy, Department of pedagogy https://orcid.org/0000-0001-8356-0211
Jelena Osmanović University of Niš, Faculty of philosophy, Department of pedagogy https://orcid.org/0000-0002-2289-9438

DOI:

https://doi.org/10.5937/IJCRSEE1902001M

Keywords:

cognitive thinking, permanent improvement, self-evaluation, reflectivity, teaching practice

Abstract

The factor analysis was used to ascertain the factors reflecting the most important attitudes of the respondents concerning reflective thinking in the classroom: self-evaluation, feedback and recording, improvement and analysis of teaching materials, assessment, concepts and misconceptions, construction of knowledge, metacognition and permanent improvement. The results of this research showed statistically significant differences among the aforementioned factors concerning the cycle of education (elementary school teachers and middle school teachers) and work experience (0-5, 6-10; 11-20; over 20 years of experience). The differences were obtained by parametric statistics, calculated using the t test and ANOVA test, p<0.05.

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