Acta Paedagogica Vilnensia
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Bendrojo ugdymo mokyklų ir profesinio mokymo įstaigų vaidmuo mokinių profesiniam apsisprendimui: situacija ir pagrindinės problemos
Get PDFVocational choice as one of the key goals in personal career development requires a new approach. The essence of this approach is focusing on the objective and subjective factors that influence professional self-determination. These concepts being the basis of professional self-determination, educational institutions play an important role in human development. The first step of professional self-determination takes place in secondary schools, but equally important is the role of initial training institutions.The aim of the research was to identify the current situation and problems of career education in secondary schools and vocational training institutions as an essential factor of vocational self-determination.The research methodology: scholastic literature analysis, questionnaire-based survey, statistical analysis of survey results. The research included 584 general education students from middle school and high school forms as well as 616 pupils from initial vocational training institutions. The distribution of the respondents by the type of educational institution is proportional.Results. More attention to the problems of professional self-determination is paid in general education schools than in vocational training institutions, as the factor analysis has shown that in secondary schools students are more often than in vocational training schools advised by a specialist (58.2% of secondary school students agree compared to 41.4% of students from vocational training schools, χ2 = 40,914, p < 0.05); however, vocational training institutions students are more likely to be advised by a class tutor or deputy director (43.3% of secondary school students agree as compared to 57.3% of vocational training school students, χ2 = 15.85, p < 0.05).Conclusions:• The role of career information points in schools is not significant, because most students do not know about them and have no information about their services.• The activity of career information points is still often limited to the organization of events and dissemination of information about occupations, but little attention is given to individual work with students in setting their professional direction and highlighting the further career opportunities.• Students are advised and informed about career opportunities most often by teachers, form tutors, visiting professional advisors.• The efforts of school psychologists, social workers and professional advisors in the process of career education is insufficient.Edukologijos doktorantė VšĮ Kauno paslaugų verslo darbuotojų profesinio rengimo centrasKaraliaus Mindaugo pr. 11, LT-44287 Kaunas. Tel. (8 37)22 17 23El. paštas: www.kaupa.ltProfesorė socialinių mokslų daktarėVytauto Didžiojo universiteto Socialinių mokslų fakulteto Edukologijos katedra K. Donelaičio g. 52-401/402, LT-44244 Kaunas. Tel. (8 37) 327 827 http://edukologija.vdu.ltStraipsnyje pabrėžiama, kad reikia naujo požiūrio į profesinį apsisprendimą, kaip vieną iš esminių žmogaus ugdymo karjerai tikslų. Šio požiūrio esmė – dėmesio sutelkimas į objektyviuosius ir subjektyviuosius veiksnius, lemiančius žmogaus profesinį apsisprendimą. Šiomis konceptualiomis nuostatomis grindžiant profesinio apsisprendimo sampratą, svarbus uždavinys tenka žmogaus ugdymo institucijoms – sukurti tokią ugdymo karjerai sistemą, kuri sudarytų prielaidas jaunam žmogui pirmiausia pažinti save kaip asmenybę. Tačiau tyrimo rezultatai parodė, kad bendrojo ugdymo mokyklose, palyginti su profesinio mokymo įstaigomis, daugiau dėmesio skiriama profesinio apsisprendimo problematikai. Profesinio informavimo taškų vaidmuo mokyklose dar nėra reikšmingas, nes mažai dėmesio skiriama individualiam darbui su mokiniais, jų profesiniam kryptingumui nustatyti, tolesnei karjerai projektuoti. Mokyklose dirbančių psichologų, socialinių darbuotojų ir profesijos konsultantų veikla ugdymo karjerai procese yra nepakankama
Konferencijos
Get PDFLuckmann in vivo: discussing the Jerevan conference “Changes and risks of human communication“Luckmannas gyvai: Jerevano konferenciją „Žmonių komunikacijos pokyčiai ir rizikos“ aptarian
Mokyklų vadovų požiūrio į švietimo sisteminius pokyčius dinamika
Get PDFIn most publications dedicated to the education change in Lithuania, three main periods in education reform practical implementation are usually defined. Lithuanian society differently accents the education reform as a whole and has a discrepant attitude towards the importance of implementing its changes. Some steps of the reform are estimated positively, while other steps are valued less. In 1996 (Želvys, 1996), 2001 (Želvys, et al., 2001) and 2009, (Mečkauskiene, 2009) surveys were conducted in order to find out the school principals’ attitude towards the educational system changes at the end of each period of the education reform in Lithuania. The results of the surveys allow to compare and evaluate the school principals’ attitude towards these changes and to reveal their attitude dynamics in the period of over ten years. A comparative analysis shows that the majority of respondents go on stating that the present educational system is better as compared to the Soviet system of education, and deny the sidelight view in society that educators are longing for the Soviet education system; they show a highly optimistic level of the attitude towards the future of the Lithuanian education system.On the other hand, there has still remained a defensive wish of the majority of school principals to see a less centralized educational system. Moreover, they still go on stating that changes in the education system are being implemented more and more on the “top-down” principle showing the tendency of centralization in the decision-taking. A high stability is seen in the principals’ wish to have more rights in management authorization and the optimization of the school net.The generalized results of 1996, 2001 and 2009 show the stability of school principals’ attitude towards three stages of the educational reform. There is a shift only concerning separate changes. The steady outlooks are usually influenced by the external factors and the changing attitudes to the internal factors.Socialinių mokslų (edukologijos) daktarėVilniaus Viršuliškių vidurinė mokyklaViršuliškių g. 7, tel. 240 05 84El. paštas: [email protected] socialinių mokslų (edukologijos)habilituotas daktarasLietuvos edukologijos universitetas Studentų g. 39, tel. 273 00 39El. paštas: [email protected] aptariama mokyklų vadovų požiūrio į svarbiausius švietimo kaitos aspektus dinamika. Pirmasis mokyklų vadovų požiūrio tyrimas buvo atliktas 1996 metais, vykstant pirmajam švietimo reformos etapui. Analogiškas požiūrio tyrimas pakartotas 2001 metais – antrojo švietimo reformos etapo pabaigoje ir 2009 metais, vykstant trečiajam švietimo reformos etapui. Gauti tyrimų rezultatai leidžia palyginti mokyklų vadovų požiūrio į švietimo reformos eigą kaitą daugiau nei dešimties metų laikotarpiu ir nustatyti, ar vadovų požiūris į švietimo pokyčius keičiasi ir koks šių pokyčių mastas
Mokyklos vadovo lyderystė vykstančių švietimo pokyčių kontekste
Get PDFThe article deals with the phenomenon of school head’s leadership, based on the transformational leadership theory. Based on scientific literature analysis and empirical research, it examines whether a school head should be a school community leader in the context of ongoing changes in the education system and how teachers express the school head’s transformational leadership in Lithuanian general education schools. The three parts of the article address the research problem: the introduction offers the characteristics of a school head’s transformational leadership, based on scientific literature analysis; the second part describes the empirical research methodology; the third part presents the empirical research results, revealing three transformational leadership characteristics.According to the survey results:• school head leadership is a necessary prerequisite for the effective management of a modern school;• in the context of ongoing education reforms, a school leader can act as a transformational leader by setting the direction of school activities, engaging the school community and sharing their leadership;• the head of the school as a transformational leader, by setting the direction of school activities, expresses the belief in the importance of school vision, but in the development of the school’s vision not always involves others members of the school community or accepts the diversity of opinions;• the head of the school as a transformational leader, by enabling the school community, personally strives for success in school, but lacks the capacity to mobilize the school community in the overall planning and co-operation;• the head of the school as a transformational leader, by sharing leadership, encourages the professional development of the school community, but shares leadership very timidly with others and does not always pay attention to growing new leaders in the school.Socialinių mokslų (edukologija) doktorantėKauno technologijos universiteto Ugdymo sistemų katedraK. Donelaičio g. 73, LT-44239 KaunasEl. paštas: [email protected] nagrinėjamas mokyklos vadovo lyderystės fenomenas, grindžiamas transformacinės lyderystės teorija. Remiantis mokslinės literatūros analize ir atliktu empiriniu tyrimu analizuojama, ar mokyklos vadovui yra būtina būti mokyklos bendruomenės lyderiu vykstančių švietimo pokyčių kontekste. Taip pat siekiama atskleisti, kaip, mokytojų nuomone, reiškiasi mokyklos vadovo transformacinė lyderystė Lietuvos bendrojo lavinimo mokyklose: ar savo bendruomenėje mokyklos vadovas gali būti transformaciniu lyderiu ir kokios jo transformacinės lyderystės apraiškos pasireiškia stipriausiai
Mokyklos kultūra kaip ugdomasis kontekstas ir kaip prievarta
Get PDFThis paper deals with the features of school culture, emphasizing time and space as the most important conditions for understanding contemporary educational problems.The growing gap between the two contemporary generations (youth and their teachers, parents) depends on many different segments of nowadays’ society, the most important being the different perception of space and time by these generations, which in future may result in a different way of thinking and behaviour. This idea is implied by studying the cultural transmission in Lithuania (2010), the EU documents, the EU statistics of cultural values and the ideas of critical theory and critical pedagogy. The analysis shows that the new school culture creates a new type of relationships between the teacher and the students and changes their roles. The teachers become cultural consumers while students tend to be more innovative and creative, to perceive their personal role as that of a creator. Such a transformation of the relationship develops naturally in spite of school administrators’ efforts to ensure the old type of relationships and the growing school life control through rituals, teaching vocabulary and pedagogical code, described by Bernstein, McLaren, Foucault and others. The new way of learning depends on the new technologies helping a student “to be” at a huge distance and in different places in one moment, but this opportunity is not accounted for by school administrators and teachers. They limit this possibility through school structure, norms, standards, vocabulary, in other words, use the management of students’ time and space and thus increase students’ disappointment with school culture.Profesorė socialinių mokslų (edukologijos) daktarėVilniaus universiteto Edukologijos katedraUniversiteto g. 9/1, LT-01513 VilniusEl. paštas: [email protected] analizuojama nacionalinė kultūra Europos kontekste ir tam tikri jos segmentai, kurie daro įtaką mokyklai per elgesio ritualus, standartizuotus reikalavimus, specifinį mokytojo žodyną. Mokyklos kultūra šiame straipsnyje suprantama platesniu mastu, t. y. kaip kultūra, nulemiama dabarties laiko ir erdvės (skirtingų teritorijų – Europos, šalies, vietos). Remiantis empiriniu tyrimu analizuojama, kaip pasikeitęs laiko ir erdvės santykis, nuo jo priklausantys mokytojo / mokinio santykiai ir mokytojų vartojamas žodynas gali tapti represuosančia aplinka, užuot būtų kūrybą skatinančia aplinka. Parodoma, kaip mokytojo, kūrėjo, vaidmuo transformuojasi į vartotojo vaidmenį, o mokinio, kaip vartotojo, vaidmuo panašėja į kūrėjo. Įvardijami galimi mokyklos kultūros pavojai, atskleidžamos kultūros ir švietimo politikos priemonės, kurios labiausiai stabdo mokyklos ir asmenybės autentišką ir kūrybišką gyvenimą
Savimoka ir savarankiškas mokymasis aukštojoje mokykloje: kritinė diskurso analizė
Get PDFThe authors tryes to clarify the concepts of independent and self-directed learning by finding their relations, differences and similarities in the context of higher education institutions. While discussing these two concepts, their main characterising features and elements are identified (motives, abilities, situations, contexts, etc.). The authors argue whether these features and elements allow identifying independent and self-directed learning as synonyms and using them in parallel, or there still exist some significant differences which enable talking about different aspects of these phenomena.Critically evaluating the described concepts of independent and self-directed learning in the research works of Lithuanian and foreign researchers, as well as taking into consideration the variety of available quantitative and qualitative studies, the authors investigate important factors in higher education, which should help teachers and students to develop their independent and self-directed learning skills. The authors try to indentify the didactic approaches and learning strategies (including teachers’ role) that are most effective in higher education as promoting independent and self-directed learning.El. paštas: [email protected]. paštas: [email protected]. paštas: [email protected]. paštas: [email protected] bandoma aptarti savimokos ir savarankiško mokymosi sąsają aukštojo mokslo kontekste. Aptariant šių dviejų konceptų skirtybes ir ryšį, išryškinami pagrindiniai juos apibūdinantys elementai (motyvai, gebėjimai) ir situacijos, kuriomis jie reiškiasi. Taip pat diskutuojama, ar išskirti savimokos ir savarankiško mokymosi bruožai leidžia juos sutapatinti ir vartoti kaip tapačius konceptus, ar vis dėlto išlieka tam tikri skirtingi šių reiškinių aspektai. Kritiškai vertinant Lietuvos ir užsienio tyrėjų aprašomas savimokos ir savarankiško mokymosi sampratas, taip pat atsižvelgiant į šios srities tyrimus, bandoma nustatyti, į kokius veiksnius nepakankamai atsižvelgiama skatinant studentų savimoką ir savarankišką mokymąsi aukštosiose mokyklose. Taip pat aptariamos efektyviausios savarankiško mokymosi strategijos ir dėstytojo vaidmuo, ugdant studentų mokymosi savarankiškumą
Lietuvos bendrojo ugdymo turinio standartizavimas: kokybė vs kontrolė
Get PDFIn the paper, the purpose of a standard for achievements in teaching/learning in general education of Lithuania according to four stages of standardization specified by P. Sahlberg is discussed. While analyzing the standardization of education in Western states, the theorist of education proposes to spotlight the following standardization stages of the curriculum content: 1) setting a standard for achievements in teaching/learning in general education programs; 2) centralization of assessment by unifying the assessment of achievements in teaching/learning; 3) assessment of teachers and schools according to the achievements in teaching/learning; 4) introduction of penalties or rewards for the achieved level of progress. On the basis of these stages, an attempt is made to define a standard for achievements in teaching/learning as the limits for the quality and the control dimension. The paper is mostly based on the analysis of primary sources (Lithuanian education policy documents) and a qualitative analysis of the interview data of the empirical research (interviewing the experts).Taking into consideration the stages of standardization of the curriculum content, proposed by P. Sahlberg, it may be stated that the process of standardization is implemented in the upper secondary education program, because only its centralized assessment provides conditions for making various comparative assessments on the national scale. An analysis of the Lithuanian education policy documents has shown that the first three stages of standardization of the curriculum content are more related to the quality assurance than to the process of control. However, a qualitative analysis of the interview data has shown the education experts to think that there is an indirect impact of education control, performed through penalties and rewards and also by using public ratings of schools and through the regulation of admission of students to higher education studies. Using this strategy, the public opinion on the quality of schools is formed. In addition, it predetermines the decisions of students and teachers concerning changes of the contents of education, for example, shortening the curriculum content and changing it in accordance with the requirements of the school final (state) examination. In this way, the teaching/learning process is aimed at the preparation for the final (state) examination, but not at the curriculum content.Socialinių mokslų (edukologijos) doktorantėVilniaus universiteto Edukologijos katedraUniversiteto g. 1/9, LT-01513 Vilnius. Tel. (8 5) 266 76 25El. paštas: [email protected] išsilavinimo standartai oficialiai pradėti įgyvendinti nuo 2002 m., o projektiniai jų variantai atsirado dar anksčiau (1997 m.). Nors patvirtinus naujausias bendrąsias programas (2008, 2011) išsilavinimo standartai pavadinti mokymo(si) pasiekimais, tačiau išlieka standartais grįstas ugdymo turinys. Straipsnyje aptariama mokymo(si) pasiekimų standarto paskirtis Lietuvos bendrojo ugdymo turiniui pagal tarptautinio švietimo eksperto P. Sahlbergo nurodytus keturis standartizavimo etapus. Remiantis jais bandoma apibrėžti mokymo(si) pasiekimų standarto, kaip kokybės ir kontrolės matmens, ribas
Darbo rinkos segregacija pagal lytį ar lyčių vaidmenų detradicionalizacija?
Get PDFFormation of the new economy in post-industrial society and neoliberal restructurization in labour market transforms the traditional gender division of labour and partly softens the extreme form of the division, i.e. segregation, in education, social work, nursing, and care. Social work continues to be treated as a feminized area of professional activity and shows a profound professional segregation into female and male professions. The study on professional identity of male social workers, presented in this article, has revealed that the process of becoming a social worker among males is a sequence of complex decisions and experiences accompanied by critical incidents and changes in their life trajectories. Such a complexity is caused by the ideal norms of hegemonic masculinity that frame the actual social structures and are introduced into the processes of socialization, formal and hidden curriculum and habituation with the aim to form the masculine habitus. The feminine and masculine habitus is formed through a symbolic and practical construction, upbringing, socialization as girls and boys adopt feminine and masculine constructs of thinking and behaviour, which are reinforced in the process of habituation. It establishes and legitimizes normative masculine and feminine biography, normative educational and career trajectories. The empirical research presented in the article has demonstrated that the masculine habitus manifests itself as the striving and attempt of male participants of the research to find their professional identity without crossing the limits of masculine normative identity. Nevertheless, the trajectories of educational experience and life events of the research participants have revealed the choice in favour of a non-traditional occupation as a defeat of the traditional gender division of labour by opposing to “normality” – by undergoing and overcoming the crisis. Professional biographies of male social workers have disclosed the balancing of the males between the normative trajectory of masculine behaviour and striving to find the real “self”. At this point, the biographical narrative of male social workers has revealed itself as a reflexive project which discloses a painful tension between the subjective reality of the inner world, life events and social structures, dominating discourses. The results of the study prompt the further development of research and the creation of a new educational reality, change of the habitus and content of the curriculum in order to create the prerequisites for strengthening the gender roles and detraditionalization of the labour market by adapting to the changes in the labour market that appear in postmodern society and post-industrial economy.Profesorė, socialinių mokslų (edukologijos) daktarėVytauto Didžiojo universiteto Socialinio darbo katedraK. Donelaičio g. 58, LT-44248 Kaunas. Tel. +370 37 327 967El. paštas: [email protected] doktorantėKauno technologijos universiteto Socialinių mokslų fakulteto Sociologijos katedraK. Donelaičio g. 20, LT-44239 KaunasEl. paštas: [email protected] diskutuojama, kaip socialinio konstravimo procese per lyčių socializaciją, habituaciją ir nematomojo, paslėptojo ugdymo programą sukuriamos horizontalios profesinių sričių segregacijos prielaidos: moterys dominuoja pagal skaičių švietimo sistemoje, socialinio darbo, slaugos, paslaugų srityje; vyrai – pramonės, technologijų, vadovavimo srityse. Aptariamas socialinių darbuotojų vyrų, dirbančių tradiciškai moteriška laikomoje socialinio darbo srityje, edukacinės patirties ir profesinio identiteto formavimosi atvejis. Biografinio tyrimo metodu atskleidžiama asmeninių naratyvų ir socialinių struktūrų kuriamų dominuojančių diskursų sąveika
Jubiliejai
Get PDFThe Decade of Activities of the Vilnius University Faculty of Philosophy Education Policy Center: Retrospect and ProspetsVilniaus universiteto Filosofijos fakulteto Švietimo politikos centro veiklos dešimtmetis: retrospektyva ir perspektyvo