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Teorijos ir praktikos derinimas rengiant būsimuosius specialiuosius pedagogus: studentų požiūris
No full textThe theoretical part of article contains observations on contemporary challenges facing modern schools and a modern educator/teacher. The specific character of future special educator training at the Institute of Special Education of the Pedagogical University in Cracow were presented. The authors shared the findings of their own research on realization of curriculum and expectations of students towards academic education, with particular emphasis on the role of practical teaching.Pagrindinis šiuolaikinės mokyklos tikslas – parengti mokinius veikti nuolat besikeičiančioje realybėje. Šį tikslą turėtų kelti kompetentingi ir profesionalūs pedagogai / mokytojai, tinkamai parengti dirbti su vaikais ir jaunimu. Straipsnyje autorės atsakė į klausimus: kaip atrodo mokytojų profesinis rengimas? Kaip universitetai moko būsimuosius pedagogus / mokytojus? Ir, svarbiausia, kaip patys studentai vertina savo pasirengimą profesijai? Vienas iš pagrindinių metodų, taikomų studentams / būsimiesiems pedagogams ir mokytojams parengti, yra teorinių žinių derinimas su praktiniu mokymu. Teorinėje dalyje pateikiami pastebėjimai apie šiuolaikinius iššūkius, su kuriais susiduria šiuolaikinės mokyklos ir šiuolaikinis pedagogas / mokytojas. Autorės pristato savitą būsimųjų specialiųjų pedagogų rengimą Krokuvos pedagoginio universiteto Specialiojo ugdymo institute ir savo atlikto tyrimo apie ugdymo programos įgyvendinimo bei studentų lūkesčius dėl universitetinių studijų, ypač pabrėžiant praktinio mokymo vaidmenį, rezultatus. Tiriamųjų grupę sudarė specialiųjų poreikių pedagogikos specialybės paskutinių metų nuolatinių studijų studentai. Jie pateikė savo įgytų įgūdžių 3 pagrindinėse mokytojų profesinio veikimo srityse vertinimą. Nagrinėjamoms sritims buvo reikalingi nemenki didaktiniai ir pedagoginiai gebėjimai. Straipsnyje apibūdinami respondentų lūkesčiai, kurie susiję su jų profesinio rengimo metodais ir pedagoginės praktikos organizavimu. Studentų savęs vertinimas rėmėsi pačių studentų asmenine patirtimi, kurią jie įgijo studijų programose numatytų ir atliktų praktikų metu
Judėjimo negalią turinčių asmenų išsilavinimo ir užimtumo reikšmė prisitaikymui prie negalios
Get PDFEvery disability results in array of reactions ranging from negative affectivity to successful acceptance of disability among mobility impaired people. Previous studies suggest that educational level and occupation are potential variables affecting adjustment to disability but there is a lack of research analysing how these variables are related to individual’s reactions to disability.
The aim of the study was to assess the importance of educational level and occupation to adjustment to disability among mobility impaired people.
The study sample included 275 mobility impaired individuals, aged between 18 and 79. Their adjustment to disability was assessed using two questionnaires: 1) Reactions to Impairment and Disability Inventory (Livneh & Antonak, 1990), measuring six emotional reactions to disability: denial, depression, internalized anger, externalized hostility, acknowledgement and adjustment; 2) Acceptance of disability scale (Linkowski, 1971).
The results revealed that individuals with higher educational level reported less internalized anger and externalized hostility compared to individuals with lower educational level. In addition, employed individuals expressed less depression and internalized anger and greater adjustment than unemployed individuals. Individuals who were students at the time reported less depression and greater denial, acknowledgement and adjustment to disability compared to those who were unemployed. Students also perceived greater externalized hostility than employed individuals. The results of linear regression indicated that employment and student status but not disability related variables significantly explained the variance of acceptance of disability.Tyrimu siekta nustatyti judėjimo negalią turinčių asmenų išsilavinimo ir užimtumo sąsajas su prisitaikymu prie negalios. Apklausti 275 asmenys, turintys judėjimo negalią. Prisitaikymas prie negalios vertintas naudojant Reakcijų į negalią klausimyną ir Negalios priėmimo skalę. Nustatyta, kad aukštesnį išsilavinimą turintys asmenys rečiau patiria neigiamas reakcijas į negalią nei žemesnį išsilavinimą turintys asmenys. Dirbantys ar studijuojantys neįgalieji rečiau patiria neigiamas ir dažniau teigiamas reakcijas nei neturintieji užsiėmimo. Negalios priėmimą prognozuoja darbo turėjimas ir studijavimas, bet ne su negalia susiję rodikliai
Kompleksinės pagalbos modelio įgyvendinimo patirtis teikiant pagalbą vaikui
Get PDFThe article analyses the pedagogues’ experience in applying the model of integrated assistance to the child in school. The research involved 15 teachers responsible for coordination of the assistance to a specific child; the teachers represented three Lithuanian schools which have implemented the developed model. The pedagogues, as case coordinators, recorded the experience of implementation of the integrated assistance model in schools in their reflections. They’ve written down the reflections once per week in the form of a semi-structural electronic pedagogical diary. According to the analysis of the research data, in applying the integrated assistance model one of the major changes is the change in the learning motivation. The changes in learning motivation are related to changes in pupils’ learning outcomes, their involvement in the learning process, and school attendance. Pursuant to the research, self-esteem building is especially important for personality changes in children, and this ensured the increase of self-confidence. Improved relations between the child and his/her family and between the teachers and pupils were noticed in the relationship with the others. It is to be assumed that coordination of common actions of children, parents, teachers and other concerned assistance institutions had impact on the occurrence of these changes, as well as individualization of the assistance and anticipation of personal responsibility for a specific case management.Straipsnyje analizuojamos pedagogų patirtys įgyvendinant kompleksinės pagalbos vaikui modelį. Nustatyta, kad modelio įgyvendinimas lemia pokyčius mokyklos bendruomenėje, kurie turi tiesioginės įtakos vaiko elgsenos, mokymosi motyvacijos kaitai. Darytina prielaida, kad šiems pokyčiams atsirasti didelę įtaką turėjo vaikų, tėvų, mokytojų ir kitų suinteresuotų pagalbos institucijų bendrų veiksmų koordinavimas, pagalbos vaikui individualizavimas ir atsakomybių už konkretaus atvejo vadybą asmens numatymas
Paauglių mergaičių atsakingumo dalyvaujant interneto socialiniuose tinkluose ugdymo galimybės vaikų dienos centruose
Get PDFThis article reveals education opportunities at Children’s Day Care Centers on purpose to strengthen responsible participation of teenage girls in online social networks (OSN). On purpose to reveal the opportunities of educating responsibility in online social networks among teenage girls, qualitative research access has been applied. 16 specialists from different Children’s Day Centers of Lithuania have participated in the interview.
Analysis data revealed that Child day care center specialists in order to ensure teenagers’ safety in social networking sites apply various educational methods: individual talks, rules for the use of social networking sites, organize group activities, discussions, film reviews, have conversations with parents. Active online participation of teenage girls, their inability to assess threats posed by social networks increase their vulnerability involving the risk of privacy, communication and information content. Girls’ safety in social networking sites becomes an incentive to help them become responsible users of social networking sites. Data analysis revealed that girls’ responsibility in social networks could be increased by systematic and consistent educational work, combining all the three components of responsibility (knowledge, abilities and values), based on the dialogue principle and quality institutional cooperation.Siekiant atskleisti paauglių mergaičių atsakingumo dalyvaujant interneto socialiniuose tinkluose (IST) ugdymo galimybes vaikų dienos centruose (VDC), taikyta kokybinė tyrimo prieiga. Tyrimo duomenys atskleidė, kad VDC specialistai pripažįsta mergaičių atsakingumo dalyvaujant IST ugdymo reikmę. Atskleidžiama, jog vaikų dienos centrų aplinka yra palanki šiai ugdomajai veiklai su mergaitėmis
Gratulatio amica Albertas Milinis!
Get PDFVytauto Didžiojo universiteto Teisės fakulteto bendruomenė šiuo leidiniu nori pagerbti savo Fakulteto narį docentą Albertą Milinį, paminėjusį šešiasdešimtąsias gimimo metines.
Didžiulė jėga ir prasmė glūdi kiekviename mažyčiame darbelyje, jeigu jis yra <...> kaip gyvenimo pomėgis, atliekamas su džiaugsmu <...> bei savo tautai.[1] Prasmingų darbų ir džiugesio kasdienėse akimirkose!
[1] K. Antarova. Du gyvenimai. 2-as papildytas leidimas, Obuolys, 2015, p. 1327
12. Neatsargaus gyvybės atėmimo kvalifikavimas Lietuvos Aukščiausiojo Teismo praktikoje
No full textThe article analyses some issues regarding the qualification of negligent deprivation of life pertaining to the distinction of negligent deprivation of life from murder and accident. In both criminal law science and case law there is no unanimous opinion about the distinction between negligent deprivation of life (as a crime) and an accident (Latin: casus). In court practice a number of problems arise when negligent deprivation of life must be distinguished from intentional deprivation of life, i.e. murder. The case law is also changing in this regard. For a long time, the violation of road traffic regulations that have caused the victim's death, irrespective of the nature of the violation of the regulations, was regarded as negligent deprivation of life and a special article of criminal law providing for criminal liability for violation of road traffic regulations was applied. Recently this view is undergoing a change and in those cases where a victim dies due to grossly violent intentional breach of road traffic regulations in judicial practice are being classified as murder.
In this study authors examine the most relevant case law, which deals with the distinction of negligent deprivation of life from murder and accident, of the Supreme Court of Lithuania. The study was conducted in order to identify the main issues of interpretation and application of criminal norms for the liability of negligent deprivation of life, and to propose solutions for them.Straipsnyje analizuojami tam tikri neatsargaus gyvybės atėmimo kvalifikavimo klausimai, susiję su neatsargaus gyvybės atėmimo atribojimu nuo nužudymo ir nelaimingo atsitikimo. Tiek baudžiamosios teisės moksle, tiek teismų praktikoje nėra vieningos nuomonės dėl neatsargaus gyvybės atėmimo, kaip nusikaltimo, atribojimo nuo nelaimingo atsitikimo (kazuso). Nemažai problemų teismų praktikoje kyla, kai neatsargų gyvybės atėmimą reikia atskirti nuo tyčinio gyvybės atėmimo, t. y. nužudymo. Šiuo klausimu keičiasi ir teismų praktika. Ilgą laiką kelių eismo taisyklų pažeidimas, sukėlęs nukentėjusiojo mirtį, neatsižvelgiant į taisyklių pažeidimo pobūdį, buvo vertinamas kaip neatsargus gyvybės atėmimas ir buvo taikomas specialus baudžiamojo įstatymo straipsnis, numatantis baudžiamąją atsakomybę už kelių eismo taisyklų pažeidimą. Pastaruoju metu toks požiūris kinta, ir tie atvejai, kai nukentėjusysis miršta dėl itin šiurkščių, tyčinių kelių eismo taisyklų pažeidimų, teismų praktikoje jau pripažįstamas nužudymu.
Autoriai šiame tyrime nagrinėja aktualiausią Lietuvos Aukščiausiojo Teismo praktiką, kurioje sprendžiami neatsargaus gyvybės atėmimo atskyrimo nuo nužudymo ir nelaimingo atsitikimo klausimai. Tai daroma siekiant nustatyti pagrindines normų, numatančių atsakomybę už neatsargų gyvybės atėmimą, aiškinimo ir taikymo problemas, pasiūlyti jų sprendimo būdus
13. Nusikalstamos veikos, susijusios su narkotinėmis ir psichotropinėmis medžiagomis: jautriausi teismų praktikos aspektai
No full textThe article analyzes the trends of criminal acts related to narcotic and psychotropic substances in Lithuania and reveals the most sensitive aspects of judicial practice. The author focuses on the more relevant interpretations of the Supreme Court of Lithuania, which are significant to forming a unified case law, concerning with possession of narcotic and psychotropic substances. The article describes in more detail the issues of criminal jurisdiction, the subject of a criminal offense, the precise determination of the amount of substances, the imposition of sentences and other problematic issues of these criminal acts. In the article the author presents the specific rules formed by the Supreme Court of Lithuania, how to apply the provisions of the Criminal Code in the different criminal cases.Straipsnyje analizuojamos nusikalstamų veikų, susijusių su narkotinėmis ir psichotropinėmis medžiagomis, tendencijos Lietuvoje, atskleidžiami jautriausi šių nusikalstamų veikų teismų praktikos aspektai. Autorius gilinasi į aktualesnius Lietuvos Aukščiausiojo Teismo išaiškinimus, kurie reikšmingi formuojant vienodą teismų praktiką, susijusią su disponavimu narkotinėmis ir psichotropinėmis medžiagomis. Straipsnyje detaliau gvildenami baudžiamosios jurisdikcijos, nusikalstamos veikos dalyko, tikslaus medžiagų kiekio nustatymo, bausmių skyrimo ir kiti probleminiai šių nusikalstamų veikų klausimai
Formuojamasis vertinimas meninio ugdymo pamokoje: epizodinis ar integruotas į veiksmingą mokymą?
No full textThe question of how formative assessment should be used in lessons: as an episode of feedback, or wider – as integrated with effective teaching has been researched on extensively. This article presents the results of the investigation conducted on the protocols of arts education (music, fine arts, dance, theatre) lessons imparted in Lithuanian general education schools. For the analysis, protocols with extreme (effective, 4 points and ineffective, 1 point) evaluations of formative assessment were selected. It was found, that of the lessons, almost in half (43%) of those in which the aspect of formative assessment was effective, all the other aspects were effective as well. In the rest of the lessons, all the other aspects (“leadership for pupils’ learning”, “learning experiences”, “pupil achievements and progress”, “learning environments”) approached close to the effective level (averages from 3.83 to 3.65 points). In these lessons, the teachers formulated learning objectives, assessment criteria, used feedback during task performance or after it and at the end of lessons. Of the lessons in which formative assessment was ineffective, the closest to this level was the aspect “pupil achievements and progress” (1.26 points). The other aspects were close to the satisfied level or a little over it (from 1.73 to 2.25 points). In these lessons, teachers didn’t use formative assessment at the end of lessons. Moreover, they didn’t relate feedback used in pupils’ task performance or after with learning objectives and assessment criteria. The results suggest that formative assessment should be considered as being integrated with the whole effective teaching
Naujosios kartos vyresniojo mokyklinio amžiaus mokinių tarpasmeninės komunikacijos gebėjimų struktūra: X ir Z kartų atvejis
Get PDFThe article deals with the interpersonal communication skills of senior school students of the new generation Z. These skills were investigated using a questionnaire for measuring the interpersonal competence. Through application of factor analysis, five groups of interpersonal communication skills of senior students have been identified: initiation of interpersonal relationships, assertion of displeasure with others’ actions, self-disclosure, provision of emotional support, and management of interpersonal conflicts. The interpersonal communication skills of the new generation (Z) senior students were compared to the interpersonal communication skills of the representatives of generation X.
Psychologists (Buhrmester et al, 1988) analyzed the skills of interpersonal communication competence in the field of behavior and distinguished five domains of behavioral skills: initiating interpersonal relationships; asserting displeasure with others’ actions, self-disclosure of personal information, providing emotional support, and managing of interpersonal conflicts. These domains of the interpersonal communication competence were identified in the study of the representatives of the generation X in 1988. It is urgent to investigate the interpersonal communication skills of the new generation (Z), whether they are identical to those of the generation X. The research question was formulated as follows: what are the interpersonal skills of the students of the new generation, what is their internal structure?
The focus of the research: interpersonal communication skills of school students.
The aim of the research was to systematically investigate the interpersonal communication skills of students of the new generation (Z), highlighting the essential groups of skills.
Research objectives:
1. To single out the groups of interpersonal communication skills of the new generation of school students.
2. To contrast the groups of interpersonal communication skills of the new generation of senior school students with the ones of generation X.
3. To contrast the interpersonal communication skills of different generations (X and Z) of learners across different groups of interpersonal communication skills.
The skills of interpersonal competence of students were measured using the Interpersonal Competence Questionnaire (ICQ) (Buhrmester et al., 1988). The items of this questionnaire were rated on a 4-point scale.
The research sample. The research sample is reliable and representative. The representativeness of the sample was ensured by using random cluster sampling. Senior school students (of forms 11-12) participated in the research. The research clusters were the major cities of the country. In the standard random sample, the classes from the clusters were selected and all of the students of the chosen class participated in the research. The study was conducted in 2015.
Theoretically there were distinguished five groups of interpersonal communication skills: initiation of interpersonal relationships, assertion of displeasure with others’ actions, selfdisclosure, provision of emotional support, and management of interpersonal conflicts. Based on these five factors, it was revealed that the most strongly expressed skills of the new generation (Z) of senior school students were in the domain of providing emotional support, and the least strongly expressed ones were in the group of self-disclosure.
It was determined that the factor loadings for providing emotional support differed in the two groups of different generation (X and Z) participants. For the representatives of X generation the priority in providing emotional support was related to global decisions in their lives and career decisions. In the case of Z generation, the priority in providing emotional support was related to providing emotional support while solving problems in their families and among closest friends.
Different generations (X and Z) had different priorities in initiating interpersonal relationships. It was important for the participants of generation X to actively initiate interpersonal relationships; they expressed the desire ‘to do something together’. In the case of Generation Z, the weight of this claim was only in the fourth place – 0.721. It was the most important for the participants of generation Z to initiate and keep up a conversation. In addition, the flexibility was a characteristic feature of the skills of the senior school students of generation Z in initiating interpersonal relationships.
Different generations (X and Z) varied in their skills of interpersonal conflict resolution. The new generation (Z) senior school students were reluctant to acknowledge their mistakes during interpersonal conflicts, but they were able to refrain from saying unnecessary things that could further escalate the conflict. The participants of the generation X, on the other hand, tended to acknowledge their mistakes during interpersonal conflicts; they were better at taking a hold of themselves and casting away the feelings of jealousy / outrage while in conflict with the close people.
There was a difference between representatives of generations X and Z in their skills of assertion of personal rights and displeasure with others. In this group there emerged the ability of the representatives of generation X to tell their interlocutor about unacceptable ways of communication for them. Meanwhile, for the generation Z, this item was of the lowest factorial weight.
In the group of self-disclosure skills there emerged the ability of the generation Z senior school students to fully trust their closest interlocutor and take off their ‘masks’, the ability to tell a close interlocutor things that were deeply worrying for them. The generation X participants also had the ability to reveal certain very personal details and events of their lives to a newly acquainted person.Straipsnyje nagrinėjami naujosios (Z) kartos aukštesniųjų klasių mokinių tarpasmeninės komunikacijos gebėjimai. Jie buvo tiriami naudojant tarpasmeninės kompetencijos matavimo klausimyną. Taikant tiriamąją faktorinę analizę išskirtos penkios aukštesniųjų klasių mokinių tarpasmeninės komunikacijos gebėjimų grupės: tarpasmeninių santykių inicijavimo; negatyvių tvirtinimų; atsiskleidimo kitiems; emocinės pagalbos; konfliktų valdymo. Naujosios (Z) kartos aukštesniųjų klasių mokinių tarpasmeninės komunikacijos gebėjimai palyginti su X kartos tiriamųjų tarpasmeninės komunikacijos gebėjimais
Technologinio ugdymo pedagogas Lietuvoje, Didžiojoje Britanijoje ir Suomijoje. Koks jis?
Get PDFThe aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made:
1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition.
During lessons of household economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of household economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in household economics.
2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries.Straipsnyje analizuojama technologinio ugdymo turinys ir technologinio ugdymo pedagogui keliami reikalavimai Lietuvoje, Didžiojoje Britanijoje ir Suomijoje. Technologinio ugdymo sampratos nagrinėtose šalyse yra artimai susijusios integralumo su kitais mokomaisiais dalykais ir siekio rengti ugdytinius sėkmingai adaptacijai visuomenėje aspektais, tačiau išskiriami ir technologinio ugdymo turinio skirtumai. Technologijų ir dizaino ir technologijų pamokose išryškėjęs technologijų, o namų ūkio ekonomikos pamokose – socialinio ugdymo aspektas. Lietuvos, Didžiosios Britanijos ir Suomijos švietimo ir pedagogų rengimo koncepcijų analizė atskleidė pedagogams keliamų reikalavimų panašumus ir skirtumus