Vytautas Magnus University e-Journals
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Studentų kultūrinė patirtis Anglijos, Vokietijos ir Lietuvos aukštojo mokslo srityje – studentų akademinės tapatybės skirtumų prielaida
Full text linkHigher education today faces intensive transformation processes more than ever before. The Bologna Process program has been a big boost for student self-identification as a particular academic member of the community. It is reasonable to assert that young people studying in higher education institutions should be the most active in the changes affecting the higher education system, responding to the general public. The real situation is different, and the lack of student response raises the question of student identity and self-identification as specific members of higher education communities. This leads to the discussion whether in the case of uncontrolled dispersal of higher education one of the negative consequences can be seen as the weakening of students’ academic identity. This determines the problem formulated by the article – the significance of the surrounding socio-cultural environment and the public discourse on the formation of students’ academic identity in different countries (England, Germany and Lithuania). In order to understand behavioural patterns of students in Lithuania the comparative analysis, based on the methodological approach of R. Budd was made. Data of 14 interviews from Lithuanian classical and specialized universities were analysed and statements were made, when summarized giving the overall thinking concept of Lithuanian students that emerged as a result of interaction between particular, specific to Lithuanian social discourse to high education and inner cultural and behavioural models.Straipsnyje analizuojama, kas yra tapatybė, ką reikėtų laikyti studento akademine tapatybe. Taip pat siekiama išsiaiškinti, kokios sąlygos ir prielaidos yra būtinos, kad studentas išsiugdytų akademinę tapatybę. Bandoma nustatyti, kokią įtaką studento akademinės tapatybės formavimuisi turi konkreti kultūrinė patirtis bei nacionalinė aukštojo mokslo modelio specifika
Alternatyvioji tėvystė: „auginimo“ ir „globos“ reiškinių tarpusavio sąveika
Full text linkThe changes of education paradigms and new tendencies of education allow to expand the content and expression of the educational function of child care having in mind all periods of child development and social reality situations. Foster care and parenting have been developed into individual theories over the past few decades, and the possibilities of potential combination of theories have not been realized. The research question raised by the authors: what kinds of interaction exist between concepts of “parenting” and “care”? The analyses of research works and empirical data discloses that an alternative parenthood is the creation of a particular communicative relationship between the child and the caregiver. Thus the relationship becomes a social phenomenon which embraces the concord between child-oriented educational activities and the creation of the caregiver’s identity. The educational function of foster care is manifested in the article: under specific education conditions; via the mutual dialogue between the child and his/her caregiver; at the stages of preparation, acquaintance, crisis and adaptation; through the caregiver’s skills and values. On the basis of the narrative analysis of caregivers’ interviews the model of the dialogic-procedural expression and conditions of the educational function of alternative care are devised. The axis of relationships underlined in the narratives of caregivers supplement the model of dialogical self-education described in the literature review and the classification of parenting skills. The axis of context is a constitutent part of external environment conditions, whereas the time axis gives prerequisites for dividing the process of foster care into stages. The model has a potential to reduce the number of unsuccessful cases of care, enables the specialists to identify the insufficiency of care conditions as well as to model the behavior of both participants of the care process. The process of care is expressed through dialogic self-education that enables both participants of interaction to express own needs and expectations, as well as change own thinking, behaviour and values.
The participants of interaction participants exchange information through own behaviour, refusal to behave in the way asked, protest, silence, tears and other non-verbal expressions; however, language is especially significant in a dialogue both as a medium and as an educational means. In the model, skills are divided into child-centered, i.e. basic skills that manifest the functions of care as a mission, and adult-centred that are referred to as enhanced. The third distinguished aspect is the expression of caregivers’ values at different stages of care.
At the end some conclusions are developed by the authors in the sense that care as an educational conception is used to define the educational function addressed at both biological and foster children: identification of the educational needs of a child, representation of the child, creation of positive environment and its application for specific needs of a child, as well as the influence of an adult on a child’s development up to adulthood. From the educational point of view, apart from the usual family activities, non-kinship foster parenting should be directed towards the establishment of affective relationships, overcoming developmental disorders and traumatic experiences, prevention of harmful habits and maintenance of relationships with biological families.Straipsnyje pasitelkus filosofų, sociologų, edukologų teorines įžvalgas analizuojami „auginimo“ ir „globos“ reiškiniai, jų tarpusavio sąveika, pagrindžiamas jų papildomumas. Pastarųjų dešimtmečių ugdymo(si) paradigmų kaita ir naujos ugdymo tendencijos praplečia globos ugdomosios funkcijos raišką, apimdamos visus vaiko raidos tarpsnius ir socialinės realybės situacijas. Autorės, pasiremdamos literatūros šaltinių ir atlikto empirinio tyrimo įžvalgomis, atskleidžia, kad ne giminės vaikų globa yra tam tikro komunikacinio santykio „globėjas – vaikas“ kūrimas(is). Šis santykis kaip socialinis fenomenas apima į vaiko ugdymą(si) orientuotų veiklų ir globėjo identiteto kūrimosi dermę. Nustatyta, kad globos ugdomoji funkcija reiškiasi esant tam tikroms ugdymo(si) sąlygoms: abipusiu vaiko ir jo globė
Pokyčiai Kazachijos universitetų valdyme: atvejo analizė
No full textDuring the last several decades shifts in university governance have affected universities throughout the world. The five dimensions which offer a perspective to provide an analytical description of shifts in governance are state regulation, academic self-governance, competition, managerial self-governance and stakeholder guidance. We used the five dimension model for the analysis of shifts in governance of higher education institutions in the Republic of Kazakhstan as the methodological background of our research. The main method used in the research was a case study of one of the Kazakhstani universities – the Kazakh State Women’s Pedagogical University. In our study we refer to a long-term strategy “Kazakhstan 2050”, Law of the Republic of Kazakhstan on Higher Education, the Development Strategy and SWOT analysis of the financial and economic sustainability of the Kazakh State Women’s Pedagogical University. Results indicate that shifts in governance of Kazakhstani universities follow the global trends observable in contemporary academic world.Per paskutinius kelis dešimtmečius aukštojo mokslo valdymo sampratos pokyčiai padarė poveikį viso pasaulio universitetams. Kaip nurodo L. Leišytė (2007), universitetinio valdymo pokyčių analizę galima atlikti penkiais lygmenimis: valstybinio reguliavimo, akademinės savivaldos, konkurencijos tarp universitetų, institucinės vadybos ir socialinių partnerių dalyvavimo. Šį teorinį penkių valdymo lygmenų modelį panaudojome kaip tyrimo metodologinį pagrindą, analizuodami valdymo pokyčius Kazachijos aukštojo mokslo institucijose. Buvo atlikta vieno šalies universiteto – Kazachijos valstybinio moterų pedagoginio universiteto – atvejo analizė. Ją atlikdami rėmėmės ilgalaike strategija „Kazachija 2050“, Kazachijos Respublikos aukštojo mokslo įstatymu, Kazachijos valstybinio moterų pedagoginio universiteto plėtros strategija ir finansinio bei ekonominio tvarumo SSGG analize. Tyrimo rezultatai parodė, kad pokyčiai Kazachijos universitetų valdyme atspindi globalias tendencijas, pastebimas šiuolaikiniame akademiniame pasaulyje. Išliekant tradiciniam valstybiniam reguliavimui ir akademinei savivaldai, universitetai vis daugiau dėmesio skiria konkurenciniam valdymo aspektui, gerinant mokslinės produkcijos kokybę ir siekiant aukštesnės vietos tarptautiniuose aukštųjų mokyklų reitinguose. Taip pat stengiamasi plėtoti institucinės vadybos kompetencijas. Socialinių partnerių įtraukimas strateginiuose dokumentuose atsispindi šiek tiek mažiau, tačiau pabrėžiamas siekis labiau bendradarbiauti su verslo struktūromis
Mokytojų profesinių besimokančių bendruomenių kūrimosi ir plėtros veiksniai, susiję su mokyklos vadovo ir mokytojų veikla
Full text linkArticle analyses teacher professional learning communities (TPLC’s) creation and development factors. Literature research revealed the lack of theoretical approach of TPLC’s creation and development factors. Thus, grounded research theory is used in order to further analyze TPLC’s creation and development factors. Structured interview with school teachers and administration was conducted until it reached theoretical saturation. Analysis of literature research revealed Personal, interpersonal and managerial school’s principal and personal, interpersonal and managerial school’s teacher factors as very important ones. During empirical research schools’ principals and teachers identified factors having positive effect to TPLC’s creation and development in their own environment. Article analyses theoretical and empirical differences of PLC’S creation and development factors.Straipsnyje pateikiama sėkmingo mokytojų profesinių besimokančių bendruomenių kūrimosi ir plėtros veiksnių teorinė ir empirinė analizė. Remiantis teorine analize, išskirti su mokyklos vadovo veikla susiję asmeniniai, tarpasmeniniai ir vadybiniai veiksniai bei su mokyklos mokytojų veikla susiję asmeniniai, tarpasmeniniai, profesiniai veiksniai. Empirinis tyrimas atskleidė teoriškai išskirtų veiksnių aktualumą mokytojų profesinių besimokančių bendruomenių kūrimosi ir plėtros praktiniams procesams, išskirti nauji, kitų mokslininkų netyrinėti veiksniai, išryškinti barjerai
Aukštosios mokyklos dėstytojų kvalifikacijos tobulinimo poreikiai akademinės veiklos plėtotės aspektu
Full text linkThe professor’s academic activities remain most important in their work, but in Lithuania they acquire and develop this kind of competences in a rather spontaneous way, paying little attention to which competences should be expanded, the needs of the development of their academic work are not stressed.
The aim of the research is to determine demands of professional development of higher school professors referring to their opinions about the areas they lack knowledge and skills. The following research methods have been employed: analysis of scientific sources, focus group discussion, statistical data analysis. During the research 197 university and college lecturers were interviewed.
The analysis of the findings enabled to distinguish the following groups of lecturers’ andragogic skills according the areas of activities. That is: individual and group support for students, supervision; organizing lecturing activities, stimulation of students’ study activities; application of new technologies in the study process; creation and development of study programs; analysis of study programs and their revision; administrative and managerial; nurturing of personal culture and professional development.
It has been established that university lecturers under the investigation admit a considerable demand to perfect academic skills which are directly linked to their work with students. To be more precise, referring to the respondents, they need more knowledge and skills that would be helpful to organize lecturing activities and stimulate students learning activities. They feel a lesser need for knowledge and skills how to organize individual or group support for students, manage them, partially apply internet technologies, create and develop study programs, to properly implement administrative and managerial activities, expand personal culture and professional development. It should be noted that lecturers are aware of the lack of speciality knowledge and skills.Straipsnyje, remiantis teorinio ir empirinio tyrimo duomenimis, išryškinamas dėstytojų akademinės veiklos sudėtingumas, išskiriamos veiklos sritys ir rodikliai. Remiantis dėstytojų įvardytomis žinių ir gebėjimų stygiaus atskirose srityse tyrimo rezultatais, taip pat atskleidžiama, kaip žinių ir gebėjimų stoką suvokia skirtingų lyčių, atstovaujamų mokslo sričių, nevienodos darbo patirties universitetų ir kolegijų įgiję ar neįgiję mokslo laipsnį dėstytojai
Mokymasis tarnaujant bendruomenei ir projektas TALIS. Pedagogika ir mokymas siekiant tarpusavio supratimo
No full textThis article makes explicit the importance of the relationship between multilingual, literary and intercultural education, Education for Development and Service-Learning. It is focused on the case of the project TALIS in Spain and its efforts to implement Task Based Learning and cooperative methodologies. As a result, we can bring forward that it should definitely be given a new pedagogical sense to “be destined to perpetual understanding among professionals related to the educational field” to emerge intercultural competences. The aim was to implement a social intervention program in order to foster intercultural ethos building to become socially responsible citizens.Šiame straipsnyje atskleidžiama, kokie svarbūs yra daugiakalbio, literatūrinio ir tarpkultūrinio ugdymo bei į vystymąsi orientuoto švietimo ir mokymosi tarnaujant bendruomenei ryšiai. Jame yra aptariamas Ispanijoje vykdomas projektas TALIS ir pastangos įgyvendinti užduotimis grįstą mokymą ir bendradarbiavimo metodikas, kurios padeda projekte dalyvaujantiems studentams įgyti praktiniam darbui reikalingų kompetencijų ir vertybių, reikalingų kuriant socialiai atsakingas darbo aplinkas. Šio tyrimo pagrindinės sąvokos yra „mokymasis tarnaujant bendruomenei“ ir „kultūriniai ryšiai“. Remiantis tyrimo rezultatais, galima teigti, kad naują pedagoginę reikšmę įgyja „skirtingų profesinių sričių specialistų tarpusavio supratimo nuolatinis siekis“, kurio tikslas yra konsoliduoti tarpkultūrines kompetencijas. Įgyvendinant socialinės intervencijos programą buvo siekiama sustiprinti tarpkultūrinio etoso kūrimą ir tapti socialiai atsakingais piliečiais