Acta Paedagogica Vilnensia
Not a member yet
957 research outputs found
Sort by
PROBLEMINIO MOKYMOSI KAIP STUDIJŲ METODO IR KAIP STRATEGIJOS SAMPRATOS PROBLEMA
Get PDFThe article presents theoretical insights of problem-based learning in order to find out the borderline between the problem-based learning method and the problem-based study strategy. Therefore, the article deals with the similarities and peculiarities of both concepts. It presents experts’ opinion (nine Georgian and Ukrainian experts, university professors participating in the TEMPUS project) on the subject under discussion as well.The theoretical part focuses on the philosophy of the problem-based study strategy the principles of which, according to T. Barret (2005), correspond to three methodological approaches: cognitivism (the active mental process leading to the acquisition of existing knowledge and its connection with new knowledge, the establishment of links between them and the development of new as well as related concepts) (H. Schmidt, 2004), social constructivism (knowledge constructed with the tutor and the group, situations are created, etc.), and postmodernism (knowledge is variable, modern thinking is dangerous for a sleeping mediocre). Both the programme design and the other necessary elements of this strategy (assessment, seminars) should correspond to the philosophy of the problem-based learning strategy. Summarizing the theoretical insights and the experts’ opinion, it could be stated that:– the problem-based learning method and study strategy are student-oriented and reflect students’ centrist position. Depending on the authors’ approach, it can emphasize either the study process or its outcome. However, in any case they are coherent with both the study process and its outcomes;– according to theoretical insights and experts’ point of view, the problem-based learning as a method is more associated with techniques or technologies applied in the study process to achieve certain didactic goals, whereas as a study strategy it is related to the whole programme which is constructed following a certain methodological approach with the focus on relationships between theory and practice in the professional filed;– problem-based learning as a method and as a study strategy are seen as a potential of students’ motivation for learning, search for harmony between theory and practice, preparation for vocational activities and real life. Experts believe they are relevant to students’ problem-solving and independent learning. This complies with theoretical insights.Socialinių mokslų (edukologijos) habilituota daktarė profesorėVilniaus universiteto Edukologijos katedraUniversiteto g. 9/1, LT-O1513 VilniusTel. (8 5) 266 7625El. paštas: [email protected] pateikiamos probleminio mokymosi teorinės įžvalgos, siekiant atrasti probleminio mokymosi metodo ir studijų strategijos takoskyrą. Tuo tikslu aptariami probleminio mokymosi ir studijų strategijos panašumai ir savitumai. Taip pat pasitelkiama ekspertų (devynių Gruzijos ir Ukrainos ekspertų universitetų dėstytojų, dalyvaujančių TEMPUS projekte) nuomonė. Teorinėse įžvalgose apibūdinama probleminio mokymosi studijų strategijos filosofija, kurios principai, pasak T. Barret (2005, p. 20–21), sietini su trimis metodologinėmis prieigomis: kognityvizmu, socialiniu konstruktyvizmu ir postmodernizmu. Apibendrinus teorines įžvalgas ir ekspertų nuomonę išryškinamas esminis skirtumas tarp probleminio mokymosi metodo ir studijų strategijos
Internacionalinė konferencija apie nacionalinius, transnacionalinius ir supranacionalinius švietimo diskursus
Get PDF...Internacionalinė konferencija apie nacionalinius, transnacionalinius ir supranacionalinius švietimo diskursu
Universiteto dėstytojų pasitenkinimas darbu, darbo vertybės ir patiriamas darbe stresas
Get PDFThe development of higher education changes the performance of universities as well as the roles and influences of academic staff. Modern research of teachers’ stress usually emphasizes the prevalence and intensity of stress in the community of universities. The objective of this study was to assess job satisfaction and stress features, stress coping strategies, also relations of these variables to work values in university teachers. The results revealed the job satisfaction in university academic staff and significant relations between stress in various academic areas of work and job satisfaction. The study has revealed that teachers give priority to values such as altruism, autonomy, achievement. Important differences between young teachers and their senior colleagues in work values such as comfort and altruism have been also found. Young teachers are critical to the wage system, to the level of fees in particular. Teachers who give priority to the values of academic work and often experience stress at work tend to use a rational strategy for stress coping. This coping strategy is positively correlated with job satisfaction, while emotional stress coping strategy and work values are correlated negatively.Docentė socialinių mokslų daktarė Vilniaus universiteto Bendrosios psichologijos katedra Universiteto g. 9/1, LT-01513 Vilnius El. paštas: [email protected] Docentė socialinių mokslų daktarėVilniaus universitetoBendrosios psichologijos katedraUniversiteto g. 9/1, LT-01513 VilniusEl. paštas: [email protected] Docentas socialinių mokslų daktarasVilniaus universitetoBendrosios psichologijos katedraUniversiteto g. 9/1, LT-01513 VilniusEl. paštas: [email protected]štojo mokslo plėtra keičia universitetų veiklą bei akademinio personalo vaidmenį ir įtaką. Remiantis šiuolaikiniais dėstytojų patiriamo streso tyrimais pažymėtinas streso paplitimas ir intensyvumas universitetų bendruomenėje. Šio tyrimo rezultatai atskleidė akademinio personalo pasitenkinimą darbu universitete, reikšmingas patiriamo streso įvairiose akademinio darbo srityse ir pasitenkinimo darbu sąsajas. Pasirodo, dėstytojai prioritetą teikia tokioms vertybėms, kaip antai altruizmas, autonomija, pasiekimai. Nustatyta, kad jauni ir vyresni dėstytojai labai skirtingai vertina komfortą ir altruizmą. Jauni dėstytojai taip pat kritiškai vertina atlyginimų sistemą, ypač atlyginimų dydį. Dėstytojai, teikiantys pirmenybę dėstytojų darbo vertybėms ir dažnai patiriantys stresą darbe, yra linkę naudoti racionalią streso įveikos strategiją. Ši įveikos strategija teigiamai susijusi su pasitenkinimu darbu, o emocionali streso įveikos strategija su darbo vertybėmis buvo susijusi neigiamai
Kritinis mąstymas ir retorinės iškalbos ugdymas
Get PDFThis article deals with the problem of a paradoxical opposition between critical thinking and the art of rhetorics in upbringing. Is it neccessary for the formation of critical thinking to stress also its exterior form? For example, is it necessary to pay tribute to its rherotical expression? Or maybe rhetorics is only secondary, not necessary in critical thinking? Is it possible for rhetorics to substitute critical thinking or to suspend its power? These questions are raised in the article for the reason that rhetorics in Lithuania is not included into programmes of developing critical thinking or is suggested as an additional issue only in the teaching of literature. The author of the article re-flects upon the sceptical attitude towards rhetoric in ancient Greece, discussed in Plato’s works, mentions also doubts about the value of rhetorics in Descartes’ and Locke’s works, describes also the Kantian attitude. On the other hand, the article reveals the positive aspects of rhetoric, noted by philosophers of Ancient Rome by and Italian humanists. A special note is given to Italian philosopher Grassi’s conceptions. The author agrees with Grassi that reasoning is not able to avoid the rhetorical form, that even the concepts of “axiom” or “reasons” are metaphors.The author concludes that metaphors do not negate or oppose critical thinking, but extend its power of knowledge. On the other hand, a metaphor is not able to substitute critical thinking. So, these two epistemic powers should be formed and educated as parallel and autonomous capacities. In the case when the metaphorical vision and critical thinking are educated as separate capacities, the result is not sutisfactory. A metaphorical rhetorical accent in education without critical thinking forms a too chaotic, lyrical, undisciplined thinking, stressing the subjective self-expression based on the presupposition that rhetroical expression is more important than truth. On the other hand, stressing only critical thinking in education results in a too formal reasoning neglecting reality and the meaning of contingency. The author’s theoretical conclusion that these two epistemic powers of personality could be educated in harmony is also practically implemented in her philosophy texbooks for schools, uniting philosophical thought, literature, and visual art.Profesorė humanitarinių mokslų (filosofijos) daktarėLietuvos edukologijos universitetoFilosofijos katedraT. Ševčenkos g. 31-228, LT-03111 VilniusEl. paštas: [email protected]Šiame straipsnyje bandoma susieti kritinį mąstymą su retorinės išraiškos ugdymo ypatybėmis. Retorika, kaip įtikinimo menas, kuris veikia emocijas, gali būti traktuojama dviem aspektais. Ji gali būti suprantama ir tik kaip įtikinėjimo menas, kurį naudoja retorikai, politikai, pamokslininkai. Žvelgiant į retoriką šiuo aspektu, jos ribos susiaurėja iki praktinių nuorodų, kaip įtikinti žmones. Šiuo požiūriu retorika netenka teorinio aspekto. Teorinis aspektas atsiranda tada, kai keliame klausimą, koks jos santykis su filosofija ir teorine kalba. Ar teorinė mintis privalo įgyti retorinę formą, kad būtų išreikšta ir suprasta? Ar retorika yra būtinas, imanentinis, neišvengiamas teorinės minties išraiškos būdas ar tik fakultatyvus, nebūtinas, tačiau galimas jos palydovas? Pagaliau lieka atviras klausimas: ar retorinio meistriškumo ugdymas neslopina kritinio mąstymo galių? Ugdymo filosofijos istorijoje atsakymų į šiuos klausimus galima rasti labai įvairių
Mokinių socialinės padėties ir profesinių siekių sąsaja
Get PDFThe paper reports on the influence of the social status of 12th grade pupils on their professional aspirations. The concept of the social status of a pupil is being discussed and for the empirical research purposes is defined as his (her) family social status. The paper explores the results of a pilot survey of 12th grade pupils in three schools of different type: gymnasium, comprehensive, and vocational. Parent’s educational level and their earnings were used as the indicators of family social status. It appears that social status of pupils in three types of schools differs: pupils from the highest social status families are related to the gymnasium, from the middle social status – to comprehensive school, and from the lowest – to vocational school. It proves that the crucial decision on the professional perspectives of pupils is being taken after the 8th or 10th grade when the type of school is selected. In the survey, a statistically significant correlation between achievements of pupils, their professional choices and aspirations and the type of school as well parent’s educational level and earnings has been found. This raises the issue of equal opportunities for pupils from different social status families in the Lithuanian education system.Edukologijos doktorantė Vilniaus universiteto Edukologijos katedra Universiteto g. 9/1, LT-01513 VilniusEl. paštas: [email protected] Tel. +370 5 266 76 25Docentė socialinių mokslų(edukologijos) daktarėVilniaus universiteto Filosofijos fakultetasUniversiteto g. 9/1, LT-01513 VilniusEl. paštas: [email protected]. +370 5 266 76 25Straipsnyje nagrinėjama socialinės padėties įtaka vyresniųjų mokinių profesiniams siekiams. Pateikiama socialinės padėties samprata, apibrėžiama socialinė vaiko padėtis. Remiantis mokinių apklausos trijų tipų mokyklose duomenimis, atskleidžiami vyresniųjų mokinių profesinių siekių ypatumai. Tyrimo rezultatai parodė, kad mokinių profesiniai siekiai statistiškai reikšmingai susiję su tėvų išsilavinimu ir pajamomis
Gyvenimo įgūdžių ugdymo ir ugdymo karjerai sąsaja: bendrojo lavinimo kontekstas
Get PDFOne of the key objectives of the Lithuanian education system is to help the individuals and society to respond to the current major challenges and to facilitate the use of multiple opportunities. In a knowledge society, everybody should be equipped with the knowledge how to adapt to market changes and choose a professional career matching individual and public needs. Educational institutions are implementing the programmes for the development of everyday life skills. The aim of these programmes is to help learners find their place in society, behave positively and manage everyday life needs and problems. Career competences are a system of knowledge, skills and attitudes which serve as the basis for the enhancement of self-cognition and career opportunities of an individual, including career development and career realisation (in coordination with other spheres of life). The development of career competences and life skills is not possible without the involvement of relevant institutions: family, general education schools, and non-formal education institutions.The object of the study was the interface between the development of life skills and career competences. The aim was to reveal this interface in the context of secondary education. The analysis of the interface between life skills and career education vas based on the theoretical principles of investigating educational reality and the theory of education levels. The article summarizes that there are created legal presumptions for developing life skills and career competences in Lithuania. Life skills and career education are an integral part of the curriculum, which depend on the educational environment, educational standards, educators. The education of life skills directly interacts with the development of career competences: certain life skills lead to some career competences.Profesorė daktarė, Mykolo Romerio universiteto Socialinės politikos fakultetoSocialinio darbo katedraAteities g. 20, LT-08303 Vilnius. Tel. (8 5) 271 4716El. paštas: [email protected]ė, Mykolo Romerio universiteto Socialinės politikos fakultetoSocialinio darbo katedraAteities g. 20, LT-08303 Vilnius. Tel. (8 5) 271 4716El. paštas: [email protected] analizuojama gyvenimo įgūdžių ugdymo ir ugdymo karjerai sąsaja bendrojo lavinimo mokyklos kontekste. Analizė atliekama remiantis ugdymo realybės nagrinėjimo principais ir ugdymo lygmenų teorija bei jos taikymu konkrečių ugdymo reiškinių analizei. Straipsnyje pateikiama gyvenimo įgūdžių ir ugdymo karjerai sampratos analizė, apibūdinamos karjeros kompetencijos, analizuojama gyvenimo įgūdžių ugdymo ir ugdymo karjerai sąsajos ypatumai ir ugdymo prielaidos bendrojo lavinimo mokyklose
Profesinio tapatumo vystymasis ir curriculum struktūros komponentų įgyvendinimas universitete: studentų patirtis
Get PDFIn the article, there are described experiences of students, which highlight relationships between the development of professional identity and the implementation of curriculum structure components at a university. Professional identity is discussed as the educationally suggestible process. This phenomeno-graphic research integrates participant and social construction knowledge positions, and its results show that the curriculum structure, which stipulates the recognition of the study area, influences the development of professional identity among students. The research question is as follows: Which curriculum structure components are relevant to professional identity development among university students? The research object is the interaction between the development of professional identity and the components of curriculum structure. The aim was to reveal an interface between the components of curriculum structure and the development of professional identity among university students. The sample consisted of 42 BA students (3rd and 4th years) involved into the study programmes of social sciences (sociology, education, psychology, social work, law, policy). For data collection, semi-structured interviews were applied, and for data analysis phenomenography was used. The participants were exceptionally focused on the content of the study subjects, their didactics and teaching methods, organisation of study practice, deep self-cognition didactic and pedagogic competencies of lecturers as well as their personal and professional authority. The findings have highlighted the professional identification of a student to depend on the factors that later determine the results of this process, i.e. the development and formation of the student’s individualized basis of professional knowledge, which is flexible and depends on external (contextual) conditions; internalization of professional values, attitudes, standards and other elements of professional culture; the fundamental and empowering competence of a student, which allows one to construct the conscious life, both private and professional; the structure of the competence should include the autonomy of a student (from private and professional points of view), professional self-determination and the well-developed professional indentity.Profesorė, vyriausia mokslo darbuotoja, socialinių mokslų daktarė (HP)Vytauto Didžiojo universiteto Profesinio rengimo ir studijų centras ir Edukologijos katedraK. Donelaičio g. 52, 304 k. LT-44001 KaunasEl. paštas: [email protected] mokslo darbuotoja ir asistentė, socialinių mokslų daktarėKauno technologijos universiteto Ugdymo sistemų katedraK. Donelaičio g. 20, 402 k. LT-44239 KaunasEl. paštas: [email protected] apibūdinama studentų patirtis, kuri atskleidžia jų profesinio tapatumo vystymosi ir curriculum struktūros komponentų įgyvendinimo universitete sąsajas. Profesinis tapatumas diskutuojamas kaip ugdymui (-si) paveikus procesas. Atliktame fenomenografiniame tyrime integravus dalyvio ir socialinio konstravimo žinių pozicijas gauti empiriniai įrodymai, jog universiteto studentų profesiniam tapatumui vystytis yra aktuali studijų krypties pažinimą skatinanti curriculum struktūra. Tyrimo dalyviai išskirtinį dėmesį skiria studijų krypties dalykų turiniui, didaktikai ir metodams, studijų praktikai organizuoti, studento giliam savo asmenybės pažinimui, dėstytojo didaktinei ir pedagoginei kompetencijai bei autoritetui
Gabių vaikų situacija mokykloje: konfliktinė sąveika su bendraklasiais ir mokytojais ir jos korekcija
Get PDFBased on a survey of National Agency for School Evaluation, the peculiarities of gifted learners’ upbringing are described. The type of the problems is determined by the conflict of needs. The article seeks 1) to bring out the features illustrating the conflicting interaction between gifted learners and their classmates as well as teachers; 2) to reveal the potential of the needs’conflict management at school. The investigation embrased 8395 pupils aged 11 to 19 years (5th–12th grades) from Lithuanian basic, secondary schools and gymnasia. Data based on the content analysis of the External School Evaluation Report were also used. According to data analysis, the interaction between gifted learners and their classmates sometimes becomes conflicting: about 26 procent of pupils claimed that there was sneering at good learners; 47 percent of respondents claimed that they were disturbed to learn during some lessons. These ag gressive treatments were more common for younger pupils and those from basic schools. It has also been established that sometimes there is a conflicting interaction between gifted pupils and teachers, because the teachers don’t pay special attention to gifted pupils. About 35 percent of pupils said the teachers differentiated exercises for pupils of different abilities and paid more attention to gifted pupils.There were only a few schools among those 85 investigated, which had a school policy for their gifted learners. At these schools, there is a complex system consisting of defining the giftedness, identifying the gifted learners and supporting them. An effective school policy as regards able learners can manage conflicts between gifted learners and their classmates and teachers. Socialinių mokslų (edukologijos) daktarėAnalizės ir duomenų apdorojimo skyriaus vedėjaNacionalinė mokyklų vertinimo agentūraDidlaukio g. 82, LT-08013 VilniusTel. (8 5) 277 90 23El. paštas: [email protected]ė, Mykolo Romerio universiteto Mediacijos katedraAteities g. 20, LT-08303 VilniusTel. (8 5) 271 46 08Remiantis Nacionalinės mokyklų vertinimo agentūros tyrimų (išorės vertinimo ataskaitos / Mokinių nuomonių apie mokyklos veiklą apklausa) duomenimis apibūdinama gabių vaikų ugdymo situacija bendrojo ugdymo mokykloje. Kiekybinė ir kokybinė duomenų analizė atskleidžia gabių mokinių sąveikos su klasės draugais ir mokytojais bruožus, išryškina vertintose mokyklose taikomus gabių mokinių atpažinimo ir ugdymo organizavimo ypatumus. Išryškėjusios problemos interpretuojamos poreikio konflikto kontekste. Keliama prielaida, kad tinkamas dėmesys gabių vaikų poreikiams kreips konfliktą konstruktyvia linkme