• Professional Reflection of Psychology Students: The Way of Enhancement

    Author: Inna O. Kaniuka
    Author: Oksana P. Serhieienkova
    Year of publication: 2017
    Source: Show
    Pages: 273-284
    DOI Address:
    PDF: tner/201703/tner20170322.pdf

     The present article concentrates on the way of working out the program of effective intervention of professional reflection in psychology students. Five stages of study are presented. In the first step, in the literature review the designation of professional reflection was defined as a set of structure components: prognostic thinking, reflexivity, positive professional identity and agency. In the second step, in the empirical studies the external and internal factors of professional reflection were selected and examined among a group of professional psychologists (N=54). The analysis of empirical data of professional reflection factors and the level of its formation in psychology professionals made it possible to clearly identify the basic conditions for the intervention program «Professional reflection development» and its effect among psychology students. Only twenty five students (N=25) were self-selected in a 12-week intervention program forming an intervention group (IG). There are four studies of the program: cognitive, personality-related, motivational and emotional-volitional. All of them contain interaction, workshops, webinars, and art-cases. Remaining students (N=28) formed a control group (CG). The results obtained in both student groups and differences between them were further analyzed and explained.

  • How to learn professional competencies via blogs

    Author: Carme Pinya Medina
    Author: Maria Rosa Rosselló Ramon
    Year of publication: 2015
    Source: Show
    Pages: 40-51
    DOI Address:
    PDF: tner/201504/tner20150403.pdf

    How can one encourage the development of professional skills in a university subject? How can one use a blog to improve teaching results? These questions motivated the study presented in this article. It is structured around the following two basic and complementary objectives: 1. Designing and implementing a teaching innovation project to promote the development of certain professional skills, using the blog as a tool for self-reflection and 2. Evaluating the experience and collecting students’ comments on the use of the blog in a university context. In pursuit of the second objective, we used a methodology that combined a questionnaire and content analysis. The results make us reflect on the changes that should be introduced in the design of the learning activities and the provision of feedback to utilise the blog as a tool to promote the development of professional skills.

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