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Socialinė atsakomybė nacionaliniuose švietimo politikos dokumentuose: DIALLS projekto perspektyva
Get PDFThe article familiarizes the reader with the main goals and implementation structures of the DIALLS (Dialogue and Argumentation for Cultural Literacy Learning in Schools) three-year project (2018–2021), supported by EU Research and Innovation program HORIZON 2020. The project is coordinated by Cambridge University in partnership with 9 EU universities. In Lithuania project activities are implemented by the Institute of Educational Sciences at Vilnius University. The theoretical concept of Social Responsibility in the context of Cultural Literacy and Educating for an Active Citizenship is analysed in the theoretical part of the article. Some empirical data on addressing the concept of Social responsibility in the National Educational Policy documentation is presented and discussed from the view of DIALLS projection. Finally, some concluding points on addressing the concepts of Social responsibility, participation, cooperation and citizenship in the national educational policy documentation are drawn up.Straipsnyje autorės supažindina su pagrindiniais DIALLS (Kultūrinio raštingumo ugdymo(si) mokyklose) projekto tikslais (2018–2021 m.). Aprašomas projekto veiklas koordinuoja Kembridžo universitetas, finansuoja EK mokslo ir inovacijų programa HORIZON 2020, įgyvendina 9 Europos ir Jeruzalės universitetai. Vilniaus universitetas yra vienas iš konsorciumo narių/partnerių, o veiklas Lietuvoje įgyvendina Ugdymo mokslų institutas. Teorinėje straipsnio dalyje analizuojama socialinė atsakomybė kultūrinio raštingumo ir aktyvaus pilietiškumo kontekste. Empirinėje dalyje pristatomi, atskleidžiami ir lyginami empirinio tyrimo duomenys. Remiantis literatūros šaltinių ir empirinio tyrimo duomenų analize, pateikiama keletas įžvalgų apie socialinės atsakomybės, dalyvavimo, bendradarbiavimo ir pilietiškumo atspindžius nacionaliniuose švietimo politikos dokumentuose
Tarpkultūrinės edukacinės erdvės poveikis būsimų mokytojų tarpkultūrinės kompetencijos formavimuisi aukštojoje pedagoginėje mokykloje
Get PDFThe proposed research is directed at studying the impact of the intercultural educational space on the formation of intercultural competence of future teachers at a pedagogical higher education institution. To determine the levels of intercultural development, the authors adopted the Intercultural Maturity Model by P. King and M. Baxter Magolda. Having identified the initial, intermediate, and mature levels of intercultural development, the authors analyze the process of completion to the full development of intercultural competence. Experimental research was conducted in 2019 at the Institute of Pedagogics and Psychology at Ternopil Volodymyr Hnatyuk National Pedagogical University, Ukraine. To conduct the study the authors opened the Intercultural Communication Center, whose activity was aimed at modeling and implementation of intercultural educational space at this university. The participants in this study were 63 future teachers (third-year students of the University). The pedagogical experiment included the following stages: preparation, diagnostics, formation, and control. The authors identified the intercultural orientation of the goals of the educational process and tasks at each stage. The following methods were used: analysis, survey, interview, conversation, methods of observation. During the pedagogical experiment, attention was focused on the formation of students’ intercultural abilities according to the content and structure of intercultural competence. The study showed a redistribution of respondents in groups – a significant decrease in the percentage of students on the Initial Development Level (the difference is 55.6%) and an increase on the Intermediate Development Level (the difference is 20.6%) and Mature Development Level (the difference is 34.9%). Statistics allow us to assert the significant dynamics of changes in group indicators by levels of intercultural competence at the beginning and end of the study. The study confirmed the hypothesis that the creation of the intercultural educational space at the higher education institution has a positive effect on the process of intercultural competence formation.Straipsnyje, remiantis teoriniu P. Kingo ir M. Baxter Magoldos tarpkultūrinės brandos modeliu ir empirinio tyrimo duomenimis, aptariama tarpkultūrinės edukacinės erdvės įtaka būsimų mokytojų tarpkultūrinės kompetencijos formavimuisi aukštojoje pedagoginėje mokykloje. Tyrimas buvo atliktas 2019 m. Ternopilio Volodymyro Hnatyuko nacionalinio pedagoginio universiteto (Ukraina) Pedagogikos ir psichologijos institute. Čia buvo įkurtas Tarpkultūrinės komunikacijos centras, kurio veikla skirta tarpkultūrinei edukacinei erdvei modeliuoti ir įgyvendinti šiame universitete. Centro vykdomame pedagoginiame eksperimente dalyvavo 63 būsimi mokytojai. Atliktas tyrimas patvirtino hipotezę, kad tarpkultūrinės edukacinės erdvės sukūrimas aukštojoje mokykloje teigiamai veikia tarpkultūrinės kompetencijos formavimąsi
Reflektyvus ar difraktyvus mokymas(is)? Paulo Ramsdeno ir Karen Barad požiūrių sutapimai
Get PDFIn this article it is argued that the optical metaphor and critical practice of diffraction further developed by Donna Haraway and Karen Barad might be no less significant than the widely spread notion of reflection, when the questions of various practices of knowledge are addressed. By considering Paul Ramsden’s approach to learning/teaching and its underlying theory in higher education alongside Karen Barad’s methodology of diffraction, it is shown that Ramsden’s understanding of learning/teaching is rather based on the theoretical assumptions of diffractive practice. His notion that teaching/learning are closely related and actively shaping each other, and that learners are not disconnected from the environment and their previous experiences with the subject matter and learning process itself, adds to Barad’s onto-epistemological position that knowers know the world at the same time as being the part of the world in its ongoing intra-activity. Ramsden’s understanding of relation is diffractive, because it is not about predefined binary entities and their fixed identities, but about layers and entanglements of various previous experiences and reactions to the learning environment. In addition, looking at learning/teaching processes through a different perspective also leads to a different approach to teaching and other ways of problem-solving. Both Ramsden and Barad distrust homologies, analogies, and causality-based conceptions of knowledge sharing. Instead, the ability to respond to an always new learning/teaching environment is assessed, which implies a diffractive type of sensitivity to the context, iterative process of re-turning, and the creation of dangerously indeterminate relationships and commitments. In this way, some of Barad’s philosophical notions, i.e., the diffraction pattern, intra-activity, re-turning, and others, also may acquire new practical content.Šiame straipsnyje teigiama, kad, vertinant įvairias pažinimo praktikas, difrakcijos optinė metafora ir kritinė praktika gali būti ne mažiau svarbi nei plačiai paplitusi refleksijos prieiga. Gretinant Paulo Ramsdeno mokymo(si) teoriją ir Karen Barad filosofijoje plėtojamą difrakcijos metodologiją, parodoma, kad reflektyviu vadinamas Ramsdeno požiūris į mokymą(si) veikiau pagrįstas difraktyvios praktikos teorinėmis prielaidomis. Tokiu būdu pasitelkus šiuolaikinės edukacijos kontekstą ir kai kurios Barad filosofinės idėjos – difrakcijos raštas, intraveiklumas, grįžtamumas ir kitos – gali įgyti naujo praktinio turinio
Istorinio laiko supratimas pradinėse klasėse: ugdymo lūkesčiai ir pasiekimai
Get PDF History teaching has been raising many didactic issues recently. First, the concept of the very discipline of history has been undergoing changes; the aim of school education is being shifted from memorizing pre-defined content toward developing historical literacy based on critical thinking and the development of historical research skills. Second, admitting the impact of the sociocultural context on pupil achievement, the attitude toward children’s receptive skills and their development has been gaining new perspectives. This is of high importance in primary education, where a heroic story is often still dominant. At present, the discourse of primary education curriculum change emphasizes the attractive communication of scientific knowledge and the demand for active research to broaden children’s deep understanding. However, the development of historical literacy in primary classes still remains to be complicated, since, on the one hand, it requires new landmarks – what and how to teach, and on the other hand, research in this field has been very limited.In Lithuania, there is an intention to re-new the curricula in all the fields. Therefore, it becomes relevant to analyze what skills to understand historical time should be developed in primary classes. This scientific problem is solved by carrying out a qualitative analysis of the content of the primary education curriculum. Based on the chosen model of understanding historical time (De Groot-Reuvekamp, Ros, Van Boxtel, Oort 2015), this article analyzes the extent to which the curriculum requirements of history teaching correspond to the goals and comprehension levels of the model (A – Emergent; B – Initial; C – Continued) and what should be improved when updating the curriculum. The last stage of research contains the research data supplemented with data gathered by a survey of the primary teachers and prospective primary teachers, who are in the final year of their Childhood Pedagogy university studies. The respondents defined, in written form, their expectations regarding the skills of historic time perception, which should be developed so that primary school students would understand what historic time is.The research results reveal that the present curriculum requirements for the primary school pupils are low. They lead toward the stage of acquiring understanding (A – Emergent) rather than Initial (B) or Continued (C) stages. Descriptions of program knowledge, understanding, and procedural skills do not reflect growth-oriented expectations and research-based learning outcomes. The analysis of results have shown that their expectations do not correspond to the conclusions made by the latest academic research about the primary age student learning achievement possibilities. The study revealed that teachers’ and students’ express higher expectations for student achievement than the program. Therefore, while revisiting the curriculum, it is important to pay more attention to the development of historical research and higher thinking skills, which would be a significant step toward gaining a deeper understanding of historic time.Rengiantis atnaujinti visą mokyklinį ugdymo turinį, aktualu nagrinėti įvairius probleminius jo aspektus. Vienas iš tokių klausimų – kokie istorinio laiko supratimo gebėjimai turėtų būti ugdomi pradinėse klasėse? Ši problema straipsnyje sprendžiama remiantis istorinio laiko supratimo vystymosi modeliu (De Groot-Reuvekamp, Ros, Van Boxtel & Oort, 2015) bei analizuojant ir apibendrinant tyrimų apie mokinių pasiekimus duomenis. Tyrimu siekta išnagrinėti, kaip pradinio ugdymo bendrosios programos reikalavimai atitinka šio modelio supratimo augimo etapus ir kokius istorinio laiko supratimo pasiekimų lūkesčius įžvelgia pedagogai ir studentai. Taip pat aiškintasi, kokius pradinių klasių mokinių pasiekimus įrodo tyrimai ir ką galima tobulinti atnaujinant istorijos mokymosi turinį pradinėse klasėse. Tyrimo rezultatai atskleidė, kad programiniai pasiekimų lūkesčiai yra nepagrįstai maži. Jie skirti daugiausiai tik užuomazgų (A), bet ne pirminiam (B) ir gilesniam (C) supratimui ugdyti. Mokytojų ir studentų lūkesčiai – didesni. Taigi, atnaujinant ugdymo turinį, tikslinga daugiau dėmesio skirti istorinio tyrimo ir aukštesniesiems mąstymo gebėjimams ugdyti ir taip kurti sąlygas istorinio laiko supratimo pradmenims ugdyti
Šiuolaikinės mokymo(si) strategijos aukštosiose mokyklose: komandomis grįstas mokymas(is)
Get PDFTeam-based learning is a student-orientated active learning strategy created by Lary Michaelsen in 1979. Team-based learning is widely used not only in the United States of America, but all around the world: in Asian, European, and Middle Eastern universities and colleges. It is extremely popular in biomedicine as well as in social sciences. It is, unfortunately, rare in Lithuanian higher education. There is a large network of team-based learning strategy consultants in Singapore, Japan, Australia, the Netherlands, the United Kingdom, Uruguay, and North America.Research aim: to introduce the team-based learning strategy.Research questions: what is team-based learning strategy? What are the main reasons of the prevalence of team-based learning strategies? How is the team-based learning strategy adopted to the learning subject?Research object: Team-based learning strategy.Research method: literature analysis.The popularity of team-based learning is determined by its effectiveness: it motivates students, ensures their involvement, develops critical thinking, problem-solving, interpersonal leadership, and conflict management and similar skills. Team-based learning ensures the satisfaction of students with the learning process.There are four essential elements of the team-based learning strategy: teams must be properly formed and managed; students must be motivated to attend class and must come prepared; students must learn to use course concepts to solve problems; students must be truly accountable in case the lecturer decides to implement team based learning into their subject.Komandomis grįsto mokymo strategija, sukurta beveik prieš 40 metų Jungtinėse Amerikos Valstijose, šiuo metu plačiai taikoma daugelyje pasaulio aukštųjų mokyklų. Tačiau Lietuvos aukštosiose mokyklose ši strategija taikoma itin retai, nors jos efektyvumu nėra abejojama. Straipsnyje apžvelgiami komandomis grįsto mokymo(si) strategijos ypatumai ir jos didelį paplitimą lėmusios priežastys (geresni mokymosi pasiekimai, didesnė studentų motyvacija, geresnis dalyko supratimas ir kt.), detaliai supažindinama su šios strategijos taikymo praktiniais aspektais, pateikiamos taikymo rekomendacijos
Moterys Lietuvos mokyklų vadyboje: etnografinė perspektyva
Get PDFThe research takes on a transdisciplinary approach, focusing on paths of how female school principals construct and develop professional identity. Two major approaches to professional identity include a feminist standpoint and a social constructionist approach. The former claims are that females are underrepresented as leaders in most facets of work life due to gender role stereotypes, prejudices, and unequal power distribution. The latter subscribes to the notion that a person’s identities are multiple and fluid due to their cultural, historic, and social situatedness. According to a feminist standpoint, female identities are developed very differently from their male counterparts as a systemic hierarchy of inequity above the principalship is recognized. Despite the fact that the number of female school principals has been growing in the field of education management, a masculine approach is still being applied in this sphere due to the prevailing dominance of power culture in the society. The study is framed as an ethnographic case study. It aims to understand, investigate, and discover the patterns of how professional identity, as a cultural construct, is acquired in the context of concepts of agency, power relations, subjectivities within gender, and social analysis, encompassing multiple interactions in institutionalized processes and systems by which they are formed, shaped, and reshaped over time.Šiame straipsnyje pasitelkiant moterų lygybės, (ne)vertinimo švietimo įstaigų vadybinėse pozicijose aspektą, moters socialinio vaidmens konstravimą ir tapatybės performatyvumo problemą siekiama pažvelgti į visuomenėje vykstančius žmogaus teisių ir lygybės užtikrinimo procesus mokyklų vadybos lauke. Tyrimo metu individualiu lygmeniu pažvelgiama į tai, kas vyksta nematomoje vidinėje švietimo vadybos kultūroje, išskleidžiant visuminę švietimo sistemos mozaiką, kurią sudaro skirtingų švietimo sistemos dalyvių poreikiai, reikalavimai ir lūkesčiai. Pasitelkus interakcinės etnografijos epistemologiją tyrime atskleidžiama, kaip mokyklų vadovės konstruoja profesinę tapatybę lyties (ne)lygybės ir galios santykio kontekste. Duomenų analizei pasitelkta diskurso analizė leidžia pamatyti, kaip kalbiniais įrankiais yra konstruojami kasdieniai įvykiai ir socialinės praktikos. Dera pažymėti, kad tyrimo metu matytas „mažosios d“ diskursas (kalbos vartosenos) išauga į „didžiosios D“ diskursą bei atskleidžia, kaip mokyklų vadovės yra pozicionuojamos kontroversiniame švietimo vadybos kontekste
Mokytojų pašaukimo vaidmuo efektyvinant švietimo sistemą
Get PDFThe article analyzes the experiences determined by biographical circumstances that encourage individuals to choose the profession of a teacher in the pursuit of their vocation. Based on people’s biographies, it can be argued that many separate stages of human life, viewed as a whole, provide a meaningful context that can help understand the phenomenon of vocation and reveal its links to the development of professional competencies and to the efficiency of the educational system. The research usually explains the efficiency of an educational organization through pedagogical, managerial, economic and institutional aspects and defines it by qualitative characteristics that are related to the acquisition of knowledge, skills, results achieved by children, efficient use of resources, and the improvement of the teaching process. The aim of the article is to reveal a person’s vocation to become a teacher as a condition, on the one hand, leading to the pedagogical educational process through informal learning, and, on the other hand, making the educational system more efficient. The analysis and results of the qualitative research data are based on the abductive theory construction according to Peirce and the methodology of the Grounding Theory according to Strauss / Corbin. The research revealed that the choice of pedagogical profession and the perception of vocation are evoked by biographical circumstances. The pedagogical potential noticed and mentioned by the close people as well as the preferences for certain activities from childhood and the perception of one’s needs become a basis for the further development of existing competences. Thus, when a competent educator who experiences strong dedication to an educator’s profession gives lessons in an educational institution, the effective and purposeful activity of the educator interacts with the efficiency building of the education system.Šiame straipsnyje analizuojamos biografinių aplinkybių nulemtos patirtys, paskatinusios individus rinktis pedagogo profesiją vykdant savo pašaukimą. Remiantis žmonių biografijomis, galima teigti, kad daugelis žmogaus gyvenimo etapų, žvelgiant į juos kaip į visumą, pateikia prasmingą kontekstą, galintį padėti suprasti pašaukimo fenomeną ir atskleisti jo sąsajas su profesijos kompetencijų ugdymu savaiminiu mokymusi. Straipsnio tikslas – atskleisti asmens išgyvenamą pašaukimą tapti mokytoju kaip sąlygą, viena vertus, vedančią į pedagogo ugdymosi procesą savaiminiu mokymusi, kita vertus, efektyvinančią švietimo sistemą. Kokybinio tyrimo duomenų analizė ir rezultatai remiasi abdukcinės teorijos konstravimo tyrimo logika pagal Peirce ir grindžiamosios teorijos metodologija pagal Strauss ir Corbin
Švietimo tikslų transformacija į rezultatų rodiklius Lietuvos ir tarptautinėje švietimo politikoje
Get PDFThis article deals with the problem of the multiplicity of educational goals and their reduction into measurable indicators. The paper debates whether an increasingly predominant student performance-centered approach, which is mainly limited to PISA findings, is a manifestation of a changing global educational paradigm; what concept of educational purposes prevails in today’s world; whStraipsnyje nagrinėjama švietimo tikslų daugialypiškumo ir jų redukavimo į išmatuojamus rodiklius problema. Aptariami klausimai, ar vis labiau įsivyraujanti orientacija vien tik į mokinių mokymosi pasiekimus, dažniausiai apsiribojant PISA tyrimo duomenimis, yra kintamo globalaus požiūrio į švietimo daugialypiškumą išraiška; kokia švietimo paskirties samprata vyrauja šiandieniame pasaulyje; ar galima kalbėti apie universalius globalaus švietimo tikslus; kokią ateities švietimo viziją projektuoja didžiausią įtaką švietimo politikai darančios tarptautinės organizacijos; kaip švietimo tikslų redukavimas į rezultatų rodiklius atsispindi Lietuvos švietimo politikoje
