(\u2018re\u2019)<\/em> (Bengtsson 2003: 297).\nRefleksioon eneserefleksiooni t\u00e4henduses on omanud olulist rolli uusaja filosoofias renessansist kuni t\u00e4nap\u00e4evani. Filosoofilises kontekstis on refleksiooni kasutatud ontoloogiliselt, eraldamaks teadvust materiaalsest maailmast. Seejuures viidatakse indiviidile kui aktiivsele agendile, kes avastab ennast refleksiooniakti k\u00e4igus (Bengtsson 2003:296\u2212297).<\/p>\n
Klassikalised ameerika pragmatistid Peirce, James, Mead ja Dewey on k\u00f5ik n\u00e4inud indiviidi minateadvuse arengut kui t\u00e4henduste loomist l\u00e4bi sisemise dialoogi endaga ehk refleksiivsuse, mille kaudu indiviid saab endast teadlikuks. Samal ajal on refleksioon v\u00f5ti indiviidi semiootilise v\u00f5i s\u00fcmbolilise v\u00f5imekuse juurde (Wiley 2006:5).<\/p>\n
\n<\/p><\/td>\n
The term \u201creflection\u201d derives from the Latin verb \u201creflectere\u201d, which means a bend or turn (\u2018flectere\u2019) backwards or back (\u2018re\u2019) (Bengtsson, 2003, p. 297).\n As Bengtsson (2003) states, reflection in the sense of self-reflection has played a crucial role in modern philosophy from the Renaissance up to the present. In a philosophical context, reflection has been used ontologically to separate consciousness from the material world. In this ontological sense, the term has been used metaphorically to refer to individuals as active agents who discover themselves in the act of reflection. (Bengtsson, 2003, pp. 296\u2212297.)<\/p>\n The classical American pragmatists, Peirce, James, Mead and Dewey, are known for their theory of meaning. The idea that the meaning of a statement is in its practical or activist consequences is considered their common denominator. But these thinkers also had innovative ideas concerning human nature or the self, the most central being that the self is an internal dialogue (Wiley, 2006, p 5).<\/p>\n \n<\/p><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \n<\/p> N\u00e4ite selgituseks:<\/strong> Laine Pau on kasutanud oma referaadis teise autori materjali, ilma sellele korrektselt viitamata. Korrektne olnuks kasutada jutum\u00e4rke ja sekundaarset viitamist (viitama Stenbergi j\u00e4rgi).<\/p>\n\n- Mosaiik-plagiaat \u2013<\/strong> puudub t\u00e4ies mahus s\u00f5nas\u00f5naline kopeerimine, ent teis(t)e idee(d) ja t\u00f6\u00f6 osad on esitatud enda omadena ilma korrektselt viitamata. Seejuures kasutatakse kohati s\u00fcnon\u00fc\u00fcme, aga struktuur ning sisu j\u00e4\u00e4b samaks (Myers, 2017, viidatud Tasa, 2018 j).<\/li>\n<\/ul>\n
\n\n\n| \n PLAGIAAT Laine Pau (2018) referaadis<\/strong><\/p>\n<\/td>\n| \n ORIGINAALALLIKAS Lamote & Engels 2010<\/strong><\/p>\n<\/td>\n<\/tr>\n\n| Erinevate identiteedi-uurijate hinnangul ongi\u00a0 \u00f5petamisega seonduv professionaalne identiteet ennek\u00f5ike kogemuste interpretatsiooni ning professionaalsete teadmiste ja nende juurdekasvu tulemus (Lamote, Engels 2010). Seega v\u00f5ib v\u00e4ita, et professionaalse identiteedi kujunemine on j\u00e4tkuv ning d\u00fcnaamiline \u00f5ppimisprotsess, mida m\u00f5jutavad isiklik (aja)lugu, sotsiaalsed interaktsioonid, ps\u00fchholoogilised ja kultuurilised faktorid.\n \n<\/p><\/td>\n | Another feature of professional identity is connected with professional identity formation. Several authors agree with Kerby\u2019s (1991) description of professional identity as an ongoing process of interpretation and re-interpretation of experiences. It is dynamic and subject to an ongoing learning process. Personal history, social interactions and psychological and cultural factors influence the identity formation (Cooper and Olson 1996).\n \u00a0<\/strong><\/p>\n\n<\/p><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \n<\/p> N\u00e4ite selgituseks:<\/strong> Laine Pau on oma referaadis originaalallikaga v\u00e4ga omavoliliselt toimetanud, nii asub viide artikli autoritele (Lamote ja Engels) vales kohas, puudub kaudviide Kerby professionaalse identiteedi mudelile. Viimane lause referaadis on aga sootuks esitatud nii nagu see oleks Laine Pau enda m\u00f5te. Korrektne olnuks viimases lauses kasutada jutum\u00e4rke ning kasutada sekundaarset viitamist Cooper`i ja Olsoni artiklile.<\/p>\n\n- V\u00f5lts \u00fcmbers\u00f5nastamine:<\/strong> teis(t)e tekst on viidatud kui \u00fcmbers\u00f5nastatud tekst, ent tegemist on tegelikult otsese tsitaadiga ning viitamisel pole kasutatud jutum\u00e4rke (Walker, 2010, viidatud Tasa, 2018 j).<\/li>\n<\/ul>\n
\n\n\n| \n PLAGIAAT Laine Pau (2018) referaadis\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0<\/strong><\/p>\n<\/td>\n| \n ORIGINAALALLIKAS Bengtsson, 2003<\/strong><\/p>\n<\/td>\n<\/tr>\n\n| M\u00f5iste \u201crefleksioon\u201d tuleneb ladinakeelsest verbist \u201creflectere<\/em>\u201d, mis t\u00e4hendab paindumist v\u00f5i p\u00f6\u00f6ret (\u2018flectere\u2019)<\/em> tagasi (\u2018re\u2019)<\/em> (Pau, 2018).\n \n<\/p><\/td>\n M\u00f5iste\u201crefleksioon\u201d tuleneb ladinakeelsest verbist \u201creflectere<\/em>\u201d, mis t\u00e4hendab paindumist v\u00f5i p\u00f6\u00f6ret (\u2018flectere\u2019)<\/em> tagasi (\u2018re\u2019)<\/em> (Bengtsson 2003: 297).\n \n<\/p><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \n<\/p> N\u00e4ite selgituseks:<\/strong> Laine Pau pidanuks oma referaadis kasutama jutum\u00e4rke ja sekundaarset viitamist. Lugejale peab olema \u00fcheselt arusaadav, milline on laenatud ja milline autori enda m\u00f5te.<\/p>\n\n- \u00dcmbers\u00f5nastamine:<\/strong> teis(t)e idee(d) on oma s\u00f5nadega \u00fcmber kirjutatud ilma autorile viitamata. (Myers, 2017, viidatud Tasa, 2018 j).<\/li>\n<\/ul>\n
\n\n\n| \n PLAGIAAT Laine Pau (2018) referaadis<\/strong><\/p>\n<\/td>\n| \n ORIGINAALALLIKAS Lamote & Engels, 2010<\/strong><\/p>\n<\/td>\n<\/tr>\n\n| Seega v\u00f5ib v\u00e4ita, et professionaalse identiteedi kujunemine on j\u00e4tkuv ning d\u00fcnaamiline \u00f5ppimisprotsess, mida m\u00f5jutavad isiklik (aja)lugu, sotsiaalsed interaktsioonid, ps\u00fchholoogilised ja kultuurilised faktorid.<\/td>\n | Another feature of professional identity is connected with professional identity formation. Several authors agree with Kerby\u2019s (1991) description of professional identity as an ongoing process of interpretation and re-interpretation of experiences. It is dynamic and subject to an ongoing learning process. Personal history, social interactions and psychological and cultural factors influence the identity formation (Cooper and Olson 1996).<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \n<\/p> N\u00e4ite selgituseks: <\/strong>Laine Pau on s\u00f5nastanud \u00fcmber originaalallikas esitatud m\u00f5tted, samas pole ta neile korrektselt viidanud ja referaadis on need kirjas nagu Laine Pau enda m\u00f5tted. Korrektne olnuks kasutada sekundaarset viitamist, n\u00e4idates \u00e4ra k\u00f5ik autorid.<\/p>\n\n- \u00a0Enese-plagiaat \u2013<\/strong> enda andmete, t\u00f6\u00f6 v\u00f5i t\u00f6\u00f6 osade, mis on juba eelnevalt avaldatud, uuesti kasutamine ilma enesele viitamata (Myers, 2017, viidatud Tasa, 2018 j).<\/li>\n
- K\u00fcber-plagiaat \u2013<\/strong> andmete, piltide, teksti vmt. internetist kopeerimine v\u00f5i allalaadimine mingis osas v\u00f5i terves mahus ilma korrektselt viitamata (Dhammi & Haq, 2016).<\/li>\n
- Keeltevaheline plagiaat \u2013<\/strong>plagiaat tekib algmaterjali t\u00f5lkimisel teise keelde ilma korrektselt allikale viitamata (Ferrero et al., 2017, viidatud Tasa, 2018 j).<\/li>\n<\/ul>\n
\n\n\n| \n PLAGIAAT Laine Pau (2018) referaadis:<\/strong><\/p>\n<\/td>\nORIGINAALALLIKAS Torgny,R. & M\u00e5rtensson, K. (2009). Significant conversations and significant networks \u2013 exploring the backstage of the teaching arena, Studies in Higher Education,\u00a0<\/em><\/strong>34<\/em>(5), 547-559.<\/strong><\/td>\n<\/tr>\n\n| Seega kui \u00fclikooli \u00f5ppej\u00f5ud l\u00e4bi refleksiivse kommunikatsiooni \u00f5pib midagi olulist \u00f5ppimise ja \u00f5petamise kohta,\u00a0 siis uute teadmiste omaksv\u00f5tu kaudu areneb mitte ainult tema arusaam \u00f5petamisest, vaid ka tema arusaam endast kui \u00f5ppej\u00f5ust (Rox\u00e5, M\u00e5rtensson 2009).\n \n<\/p><\/td>\n | In short, this means that if a university teacher learns something of importance about teaching and learning, he or she, via an incorporation of new aspects into his or her previous knowledge, develops his or her view not only on teaching in general but also on his or her role as a teacher (Rox\u00e5 & M\u00e5rtensson, 2009, p 549).\n \n<\/p><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \n<\/p> Mida ei peeta plagiaadiks?<\/strong><\/p>\nPlagiaadiks ei peeta p\u00e4evakajalisi ja \u00fcldtuntud fakte ning teadmisi. M\u00f5ned n\u00e4ited selle kohta, kus ei ole tegemist plagiaadiga.<\/p>\n \n- Alates 1. augustist 2018 on Tartu \u00dclikooli rektor prof Toomas Asser.<\/li>\n
- H\u00fcpotenuusi ruut v\u00f5rdub kaatetite ruutude summaga.<\/li>\n
- Maa teeb tiiru \u00fcmber P\u00e4ikese 345 \u00f6\u00f6p\u00e4evaga.<\/li>\n<\/ul>\n
\n<\/p>","protected":false},"excerpt":{"rendered":" Kuna plagiaati \u00fcheselt defineerida on keeruline, peatume j\u00e4rgnevalt erinevatel plagiaadi vormidel, mille teadvustamine aitab loodetavasti paremini plagiaadi olemusest aru saada. Plagiaadivormide tutvustamisel toetun Tiina Tasa (2018) magistrit\u00f6\u00f6le \u201eTartu \u00dclikooli \u00f5ppej\u00f5udude ja \u00fcli\u00f5pilaste arusaamad plagiaadist ja plagiaadituvastuss\u00fcsteemidest\u201c. Keerukamaid juhtumeid illustreeritakse n\u00e4idetega. …<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-28","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/teadustoo_alused\/wp-json\/wp\/v2\/pages\/28","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/teadustoo_alused\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/teadustoo_alused\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/teadustoo_alused\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/teadustoo_alused\/wp-json\/wp\/v2\/comments?post=28"}],"version-history":[{"count":2,"href":"https:\/\/sisu.ut.ee\/teadustoo_alused\/wp-json\/wp\/v2\/pages\/28\/revisions"}],"predecessor-version":[{"id":386,"href":"https:\/\/sisu.ut.ee\/teadustoo_alused\/wp-json\/wp\/v2\/pages\/28\/revisions\/386"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/teadustoo_alused\/wp-json\/wp\/v2\/media?parent=28"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}} | | | | | | | | | | | | | |