Acta Paedagogica Vilnensia
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Būsimų užsienio kalbų mokytojų požiūris į profesijos kompetencijas
Get PDFThe article presents an overview of some aspects of the development of future foreign language teachers’ moral attitudes at contemporary universities. It aims to determine the respondents’ viewpoint on teacher’s professional linguistic, professional pedagogical, intercultural and general competencies and to reveal its possible influence on the development of their moral attitudes.The majority of the respondents think that foreign language teachers should firstly acquire professional linguistic, secondly – professional pedagogic, thirdly – intercultural and fourthly – general competence, with its insufficient acknowledgment of its two manifestations related with professional activities to awaken pupils’ positive attitude towards spiritual values and to direct their own lives accordingly. However, correlative analysis revealed the strongest links between the respondents’ views on professional pedagogic and general competencies and the components of moral attitude, the most significant being with the general competence. Such data prove that the respondents’ viewpoint on general competence can have the most favorable influence on moral attitude development.It has been concluded that the respondents lack a wider viewpoint on teachers’ general competence that can determine their ability to take action in unpredictable professional situations. The lack of favorable evaluation of professional pedagogical and general competencies, can limit positive influence on future foreign language teachers’ moral attitude development. Therefore, foreign language teaching process should be more focused on fostering general competence, thus providing more favorable possibilities for the development of future teachers’ moral attitudes.LektorėSocialinių mokslų (edukologijos) daktarėVilniaus universitetoUžsienio kalbų institutasUniversiteto g. 5, LT-01513 VilniusTel. (8 5) 268 72 68El. paštas: [email protected] keliama būsimųjų užsienio kalbų mokytojų dorinių nuostatų ugdymo tobulinimo universitete problema. Dėmesys telkiamas į dorinės nuostatos plėtotei reikšmingą veiksnį – užsienio kalbų studentų požiūrį į mokytojo profesijos kompetencijas. Remiantis diagnostinio tyrimo duomenimis siekiama išsiaiškinti, kaip tiriamieji vertina užsienio kalbų mokytojo kompetencijas: bendrakultūrę, profesinę kalbinę, profesinę pedagoginę ir bendrąją, ir kokią įtaką tai gali daryti būsimų mokytojų dorinėms nuostatoms
Egzistencialistinė paradigma socialiniame darbe: ribos ir galimybės
Get PDFSince the search of the meaning of life sounds unusual as a definition of social work practice, it is necessary to bring to mind existential model of social work which copes with unanswered existential needs that can determine a wide range of social problems. This article discusses the core of existential social work and analyses why this model is not well developed and not fit to everyday practice. The method of the research is analysis, synthesis and interpretation of two studies of existential social work.In the first part of the article the interpretation of theoretical perspectives is presented. The perspective of D. F. Krill shows existential social work as a personal therapy based on philosophy of existentialism and existential psychotherapy. The second, N. Thompson’s, constructs a broader sociological trend to extend individual approach to the social theory. Despite different attitudes towards existential theory in social work both authors agreed about social worker’s personal existential creed in a helping process.In the second part set limitations of existential model are analyzed. It was shown that existential social work is not developed enough and used by practitioners due to the following: requirements for the personality of a social worker; necessity for both special theoretical knowledge and practice skills that lead to another problem of professional identification of a social worker; weak possibility to work with those clients who have limited competence of introspection and self-reflection; expensiveness of existential social work practice. Finally, the last but not the least problem is the high dependence of social work on social policy and political hand which tends for neoliberalization at present time.Against the odds, existential paradigm is significant for social work practice. On top of all that existential theory allows to analyse critically processes that take place in contemporary society and turn back to clients as persons who have vital needs for the meaning of life.Socialinio darbo magistrėVilniaus miesto Socialinės paramos centroPagalbos priklausomiems asmenims tarnybossocialinė darbuotojaKauno g. 3, LT-03212 VilniusEl. paštas: [email protected] Socialinių mokslų (sociologijos) daktarėVilniaus universitetoSocialinio darbo katedros lektorėUniversiteto g. 9/1, LT-01513 VilniusEl. paštas: [email protected] analizuojamas egzistencinis socialinis darbas. Remiantis dviejų originalių egzistencinio socialinio darbo teorijų (D. F. Krillo ir N. Thompsono) tyrimu, pristatomi esminiai egzistencinio socialinio darbo modelio principai bei galimybės: nuo individualaus terapinio darbo iki visuomeninių pokyčių. Straipsnyje taip pat rekonstruojamos priežastys, apsunkinančios egzistencinio socialinio darbo plėtotę praktikoje. Galima teigti, kad esminius egzistencialistinės1 paradigmos taikymo praktikoje sunkumus nulemia socialinio darbo profesijos specifika
Jubiliejai
Get PDFReading the Autobiography Book of Leonas JovaišaLeono Jovaišos autobiografinę knygą skaitan
Jubiliejai
Get PDFJonas Dautaras. Fosterer of a Child’s Independent PersonalityLeonas Jovaiša. New Education Systems from Education Historian ViewOna Danutė Žilienė. Humanism as a Scientific GuidelineJonas Dautaras. Mokinių savarankiškos asmenybės puoselėtojasLeonas Jovaiša. Švietimo istorikė apie naujas ugdymo sistemasDanutė Ona Žilienė. Humanizmas kaip mokslinio kelio gair
Mokytojų požiūris į gebėjimus kaip profesijos kompetencijų dėmenį
Get PDFAbilities make up the most tangible part of a competence, where components of knowing, meaning, theory and practice merge.Following education policy documents and pedagogical practice, the cardinal groups of abilities have been identified, which are ranged by educators in the following order: abilities to communicate with learners, to diagnose achievements, to organise learning, to work in a team, to plan educator’s activity. The abilities of teaching to learn as well as abilities to perceive learners’ condition and to show respect to everybody as a personality are expressed strongest and meet the modern education paradigm.Teachers find abilities to work in teams and international groups or with other educators less important. This shows that new education strategies are not taking deep roots in practical activity.Other components of competence, such as knowledge and value-based principles, are mainly linked with abilities to communicate, plan educational activity and to diagnose achievements. Such links reveal a contact of them (knowledge and value-based principles) with the real education process.It was established that professional qualification and working experience have little effect on pedagogical abilities. Senior educators and those with a working experience from 1 to 10 years have a more positive attitude towards these indicators.Gender has a more relevant influence on formation of abilities. Women tend to be better at establishing favourable relations and at selecting most important material. However evaluations of abilities to share responsibilities, to work in teams or international groups are similar.ProfesorėSocialinių mokslų (edukologijos) habilituota daktarėVilniaus pedagoginio universitetoEdukologijos katedraStudentų g. 39, LT-08106 VilniusTel. (85) 279 00 42El. paštas: [email protected] analizuojamas mokytojų požiūris į kardinalius gebėjimus bendrauti su ugdytiniais, diagnozuoti pasiekimus, organizuoti mokymąsi, dirbti komandoje, planuoti pedagoginę veiklą. Išryškinti prioritetiniai gebėjimai bei jų didžiausios ir mažiausios apraiškos, atskleistos gebėjimų sąsajos su žiniomis ir vertybinėmis nuostatomis, kaip kitais kompetencijos struktūriniais dėmenimis, taip pat su kitais veiksniais – mokytojų kvalifikacija, darbo stažu, lytimi
Edukaciniai aspektai socialiniame darbe: bendruomeninio įgalinimo patirtis
Get PDFThe multidisciplinary nature of social work discribed in the article focuses on education expression in the process of client empowerment. A holistic approach is applied in the empowerment process: experience of communal empowerment is actualized in the context of training life success. Expression of educational aspects as well as the perspective in the process of the client empowerment are foreseen seeking purposes of re-socialisation.This research project was aimed at focusing upon the formative aspects of social work, so as to reveal educational aspects of social work based on the experience of communal empowerment. The interviews selected for content analysis were structured according to I. Marshall (2006) and his motivational scale. Interviews were conducted in Klaipeda between 2008 and 2010 with six clients (five male, one female) who had previously served prison sentences.The research revealed the complexity and the sources of psycho-social problems of former prisoners. Comparative analysis of the life before joining the rehabilitative community and the results of communal empowerment reveal the relevance of educational activity and methods in the process of the client‘s empowerment. The analysis of educational aspects of social work would give the possibility to enrich educational theory and practice.Socialinių mokslų (edukologijos) daktarėKlaipėdos universiteto Sveikatos mokslų fakultetoSocialinio darbo katedros docentėProfesinių santykių konsultantė (supervizorė)H. Manto g. 84, LT-92294 KlaipėdaEl. paštas: [email protected] atskleidžiamas socialinio darbo multidisciplininis pobūdis, išryškinant edukacijos raišką kliento įgalinimo procese. Į įgalinimo procesą žvelgiama holistiškai, aktualizuojant bendruomeninio įgalinimo patirtį gyvenimo sėkmės ugdymo kontekste. Numatoma edukacinių aspektų raiška ir perspektyva kliento įgalinimo procese siekiant resocializacijos tikslų
Mokymo(si) tikslų ir uždavinių kėlimo, kaip aktualios didaktinės problemos, diskursas
Get PDFThe article discusses didactic problems of 12–14 year old learners’ learning/teaching that are related to establishment of goals and objectives of learning/teaching. The survey of 395 teachers of various subjects and 399 school learners from 6th–8th forms was carried out.The research reveals that the role of a learner as the main participant of the learning/teaching process is relatively declarative. Though four fifths of the school learners in the survey express willingness to be active participants in the process of learning, they do not have possibilities of active involvement in construction of their own knowledge; in the learning/teaching process school learners adjust to teachers’ requirements in a conformist way, whereas the latter do too little to change such a situation because declaring paradigms of learning and interaction in a more theoretical way, in many cases they act within the impact paradigm disregarding the spheres of didactic process that are topical to a learner. Only one fourth of teachers provide learners with a possibility to set up lesson goals and only one fourth of school learners have participated in making decisions regarding the content of learning. School learners, who lack opportunities for establishing lesson goals and planning their own activity, fail to acquire skills needed for this activity and, therefore, school learners expect and look forward to exact instructions from their teachers most frequently.Teachers still perceive establishment of goals as a preparatory stage of learning/teaching rather than a particularly important part of the learning/teaching process which develops school learners’ thinking, stimulating motivation which enables them to perceive and define their own needs and possibilities. There is a well-marked tendency to derive learning/teaching goals and objectives from learning/teaching content (almost all the teachers in the survey) or to take them from education documents (three thirds of teachers in the survey), which most frequently reveals a directive and formalised nature of learning/teaching goals.The answers to the question about obstacles to implement goals and objectives of learning/teaching show that the problems indicated by teachers do not coincide with the problems pointed out by school learners. More than three fourths of teachers see weak motivation of learners as the most frequent impediment to realisation of learning/teaching goals and objectives, more than a half of the teachers point out that an extremely broad content of learning/teaching and lack of teaching aids hinder this process. However, three fifths of school learners point out that the lack of discipline in the classroom is the biggest obstacle to achieve of goals set by a teacher or/and by a learner. More than half of the school learners state that their learning is mainly hindered by the fear to get a low mark, lack of concreteness of learning/teaching goals and too broad learning/teaching content.Socialinių mokslų (edukologijos) daktarėVilniaus universiteto Edukologijos katedraUniversiteto g. 1/9, LT-01513 VilniusTel. (8 5) 266 76 25El. paštas: [email protected]ėSocialinių mokslų (edukologijos) daktarėVilniaus pedagoginio universitetoLietuvių kalbos didaktikos katedraT. Ševčenkos g. 31, LT-03111 VilniusTel. (8 5) 233 08 52El. paštas: zitanauckunaitė@gmail.comStraipsnyje, remiantis „12–14 m. mokinių mokymo(si) didaktinių problemų ir kai kurių mokymo(si) motyvacijos silpnėjimo priežasčių kiekybiniu tyrimu“, analizuojama bendrojo lavinimo mokykloje egzistuojanti 12–14 m. mokinių mokymo(si) tikslų ir uždavinių kėlimo didaktinė problema mokinių ir mokytojų požiūriu. Pabrėžiama, kad mokiniams nepakankamai sudaromos sąlygos patiems kelti savo mokymosi tikslus ir planuoti veiklą, taip prisiimant atsakomybę už savo mokymąsi, todėl svarbiausias šiuolaikinės didaktikos reikalavimas, kad didaktinio proceso centre būtų mokinys, dar neįgyvendintas
Ugdymo ir ugdymosi paradigma bendrojo lavinimo mokykloje: realija ar vizija?
Get PDFThe demand of national education reform was the transition from development to self-development paradigm after the independence of Lithuania. In the very first document which is related with school (i.e. Lithuanian SU school conception, 1988) school task that indicates human being as absolute value, was formulated in addition to this underlining concentration on physical and mental nature of a human being, conditions for individuality revelation, also provoking to seek personality supporting self-education and self-development. It was beneficial for positive external and internal assumption. These changes stated in the Lithuanian Education Law (1991) and Lithuanian Education Concept (1992). However the transition from development to self-development paradigm is under discussion till now. The aim of the article: to state the problem of the transition from development to self-development paradigm. The object: the problem of the transition from development to self-development paradigm. The methods: scientific literature review, research analyses, expert questionnaire.The article emphasizes external and internal assumption of change from development to self-development paradigm in the beginning of the independence of Lithuania and in the following five years. Also it stresses the positive influence on these assumptions as well as the essence of the problem.The article underlines various education research and its problematic aspects. Furthermore, it was identified by taking into consideration the research focused on the didactics competences of teachers and their role as well as expression in the didactic field that most of the teachers do not justify their activities according to self-development paradigm, and, in case, if they try to do it, only some fragment of it can be found.The result of the article author’s expert research made in 2009, represent the existence of the transition from development to self-development paradigm. Moreover, the article amplifies from the experts’ point of view the reason of these problems and possible solutions. Mainly it concentrates on problems of the teachers’ competence, also construction of the development content (national level) and its implementation (national and school level). In consequence, these problems are related with teachers’ education, qualification development, and the creation of the content development (didactics), also the management of the content development.ProfesorėSocialinių mokslų (edukologijos)habilituota daktarėVilniaus universiteto Edukologijos katedraUniversiteto g. 9/1, LT-01513 VilniusTel. (8 5) 266 76 25El. paštas: [email protected] aptariama perėjimo iš ugdymo į ugdymosi paradigmą problematika bendrojo lavinimo mokykloje. Pateikiamos paradigmų kaitos prielaidų vidinės ir išorinės įžvalgos nepriklausomos Lietuvos kūrimo ir įtvirtinimo laikotarpiu. Analizuojami empiriniai tyrimai, rodantys, kad yra paradigmų kaitos problemų. Analizuojama ir bendrinama empirinio tyrimo, siekiančio išsiaiškinti perėjimo iš ugdymo į ugdymąsi paradigmos problemą, rezultatai, pateikiant šios problemos kilties priežastis ir galimas sprendimo galimybes ekpertų požiūriu
Moksleivių kūrybiškumo ugdymas muziejų edukacine veikla
Get PDFOne of the features of information society is that education takes place not only in the organized formal educational environment but also in informal natural different places. The potential possibilities of museum educational activities in development of pupils‘creativity are investigated in this article. Educational environment in museum is dynamic and creative area for different kind informational and learning activities. The aim of the article is to clear up the possibilities to develop creativity by the aim of educational activities in museums. The analysis of 72 primary school teachers‘opinion is presented in the article. The conclusion made on their analysis is that teachers give positive evaluation to museum educational activities in area of creativity development but at the same time they recognize that not all potential possibilities in this area are used. The same idea could be confirmed on the basis of content of fifty museum educational programmes analysis. The case of Siauliai „Ausros“museum has shown that there is differentiation among educational programmes. Majority of educational programmes are offered in area of ethnography, majority of activities in them are quite creative. But some educational programmes (in area of technics history and restoration) are not aimed at creativity development, there are no activities for pupils‘creativity development offered.Docentė Socialinių mokslų (edukologijos) daktarė Šiaulių universiteto Meno edukologijos katedra P. Višinskio g. 25, LT-76351 Šiauliai Mobil. tel. (8699) 2 79 15 El. paštas: [email protected]ė socialinių mokslų(edukologijos) daktarėŠiaulių universitetoEdukologijos katedraP. Višinskio g. 25, LT-76351 ŠiauliaiMobil. tel. (8612) 6 84 06El. paštas: [email protected] Straipsnyje aptariamos muziejaus edukacinės aplinkos teikiamos mokinių ugdymo organizavimo galimybės. Pateikiama pedagogų požiūrio į muziejų edukacinę veiklą analizė, atskleidžiant mokinių kūrybiškumo tobulinimo prielaidas. Taip pat pateikiama Šiaulių „Aušros“ muziejaus edukacinių programų turinio analizė mokinių kūrybiškumo ugdymo aspektu. Tyrimo rezultatai yra aktualūs siekiant sudaryti platesnes galimybes kūrybiškumui tobulinti muziejų edukacine veikla