Does tutoring develop reflexivity?

• Anna Perkowska-Klejman ^[1]
  1. [1] The Maria Grzegorzewska University,
• Localización: Multidisciplinary journal of school education, ISSN-e 2543-8409, ISSN 2543-7585, Vol. 25, Nº. 1, 2024 (Ejemplar dedicado a: In search of spirituality and support in educational settings), págs. 131-151
• Idioma: inglés
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• Resumen

  • Research objectives (aims) and problem(s): The article presents the resultsof research on the development of students’ reflective thinking. The pur-pose of the research was to determine the level of students’ reflexivity whenthey began participating in a tutoring project, and then to verify it after theproject ended.Research methods: The first phase of research was conducted in October2020. Two groups of students took part in the research: those undergoingtutoring (n = 70) and those not undergoing tutoring (n = 77). The tool usedwas the Polish adaptation of the Reflective Thinking Questionnaire. The fourscales of the questionnaire are habitual action, understanding, reflectionand critical reflection. The research – in the same groups – was repeated in 2023.Structure of the article: The article has a classic layout. First, the conceptsof tutoring and reflectivity in education are presented. Then the researchmethod and results are presented.Research findings and their impact on the development of educationalsciences: The importance of the tutoring method for the development of re-flexivity was recognised by analysing the results of both the tutored andnon-tutored groups. The tutored group developed in terms of reflexivity and critical reflection, but also in habitual action. Students who did not par-ticipate in tutoring did not make such progress. The research also estab-lished relationships between other educational and sociocultural variablesand students’ levels of reflexivity. Academic performance, knowledge of for-eign languages and parents’ education were taken into account.Conclusions and/or recommendations: The research made it possible tobetter identify the attributes of the most talented students, and to furtheridentify possible opportunities for their development. An additional addedvalue of this study is that the participants will be better able to understandthemselves in terms of development. Those from the tutoring group wereespecially interested in their individual results.