TEACHERS' SELF-ASSESSMENT OF THE COMPETENCIES OF LEARNING TO LEARN AND REFLECTION IN THE CONTEXT OF SCHOOL AS A LEARNING ORGANIZATION

Remigijus Bubnys, Greta Pilkienė, Benas Gudinavičius

Abstract


This article analyses teachers' self-assessment of the competencies of learning to learn and reflection in the context of school as a learning organization. The survey in the form of a written questionnaire was performed and 141 teachers of the city of Vilnius have participated in it. The research reveals the self-assessment results of the skills in the field of time evaluation, planning and management; information search, perception, systematization and adaptation; communication and cooperation in group; and reflection. Teachers highlight the sufficiency of the time distribution for tasks and deadlines skills; awareness and lower level skills of systematization of the information; skills of reception of comments from the members of the group, their consideration or the listening and understanding of the views of the members; skills of abstract conceptualization, which are related to drawing conclusions and anticipating ideas for the future.

 


Keywords


competence; teacher; learning to learn; reflection

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References


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DOI: http://dx.doi.org/10.17770/sie2020vol3.4955

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