saturs - rpiva

It is relevant to analyse students’ learning/teaching in specific situations when
relating the processes of experience reflection and information as application of theoretical
knowledge. This would enable all participants of the process of practice to plan, implement
and improve learning in practice easier.
The object of this research is student teaching/learning during practice.
THE AIM OF THE STUDY
Tto reveal students’ reflective practice at Vytautas Magnus University.
MATERIALS AND METHODS
The tasks of the research are to review bachelor practice programmes at Vytautas
Magnus University; to discuss cyclic learning process during reflective practice.
A qualitative phenomenological research was carried out. Four mentors and four
tutors participated in the research. The following methods to collect data were used: semistructured
interview, document analysis, observation and participation.
Semi-structured interviews helped to find out mentors and tutors’ opinion about the
process of practice at Vytautas Magnus University, to understand the process of teaching and
learning.
Reflective learning
Learner’s experience is fundamental to learning. However it has to be noted that
reaction to one’s experience can vary and even negatively stimulate learning. In this respect,
the figure of learning typology (see Figure 1) is an interesting aspect. In this figure nonlearning
from one’s experience is characterised by presumption (presumption, preconception),
as well as unwillingness to think about, discuss and reject certain aspects.
Figure 1. Typology of experiential learning (Jarvis, Holford, Griffin, 1998, 51)
Non-learning can be observed in everyday situations. They are permanent, seem to
be non-changing and we know how to behave in these situations from our previous
experience without even thinking and learning from them. Sometimes we reject potential
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