Interpersonal Interaction as the Source of Reflexive Knowledge: Insights from Introspective Dialogue in the Teaching Context
The authors analyze the role of introspective dialogue in the development of reflexive knowledge within the teaching profession. The study employed a qualitative research design consisting of two phases: in the first, participants produced introspective records of their professional interactions, wh...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | deu |
| Published: |
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie (Scientific Publishing House of the Christian Academy of Theology in Warsaw)
2025-06-01
|
| Series: | Studia z Teorii Wychowania |
| Subjects: | |
| Online Access: | http://sztw.chat.edu.pl/gicid/01.3001.0055.1663 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The authors analyze the role of introspective dialogue in the development of reflexive knowledge within the teaching profession. The study employed a qualitative research design consisting of two phases: in the first, participants produced introspective records of their professional interactions, which served as the basis for the second phase—semi-structured in-depth interviews. The analysis of these interviews revealed how interpersonal interaction contributes to the formation of experiential knowledge and reflexive insight. The study is theoretically grounded in concepts of experiential learning, sociality, and the function of internal dialogue in professional self-understanding and orientation. The findings show that introspective dialogue supports a deeper awareness of relational aspects in professional practice, enhances the ability to share and integrate experiential knowledge, and improves the quality of team collaboration. The authors advocate for the systematic implementation of reflective techniques in educational practice. |
|---|---|
| ISSN: | 2083-0998 2719-4078 |