Approaching Reflective Perspective to Contrast Risky Behaviours and Learning Issues

Proceedings of The 3rd International Conference on Social Sciences, Humanities and Arts

Year: 2022

DOI: https://www.doi.org/10.33422/3rd.icsha.2022.07.350

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Approaching Reflective Perspective to Contrast Risky Behaviours and Learning Issues

Dr. Juliana ZAHARIA, PhD

ABSTRACT: 

The literature of psychology of education views the environment and social factors as influential circumstances for learning, intellectual growth and human development. Considering identity and social cognition among the most sensitive elements that mark phases of cognitive, emotional and psychological development, the fact that the social factors that surround the urban and suburban areas of Tirana, the Albanian capital, are negatively conditioned by phenomena of crime, illegality, trafficking and violence, is a challenge for the role that educational institutions can play. Considering reflective practice as a contemporary additional educational method, the aim of the study is to measure the level of application of the method for the benefit of a more inclusive education for students with learning issues, who exhibit behaviours that contain risk. The question raised by the paper is: “How might concepts on ‘new insights’, ‘examing assumptions’, ‘self awareness’ and ‘critical evaluation’ redirect teaching by contextualising social issues surrounding educational institutions?” Quantitative and qualitative research methods are used with purpose of data gathering from a sample of 321 educators (n = 321), randomly selected from high schools located in the urban and suburban areas of Albanian capital. Starting from the empirical inquiry, the results gather on specific concepts of reflective practice as a component of contemporary educational methodology, which facilitates knowledge transferring, and lessens learning issues.

keywords: identity, social cognition, risky behaviours, reflective practice in education