Acta Paedagogica Vilnensia
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Studentų karjeros kompetencijų ugdymas: empirinis efektyvumo sąlygų įvertinimas
Get PDFCareer education stimulates consciousness and independence in labour market participants and promotes reduction of social exclusion. Career education in the Western World is getting more and more important. Unfortunately in Lithuanian educational system training of career competencies is very poor. The purpose of this article is to assess conditions for the first systemic students’ career education program effectiveness in Lithuania.The purpose of the first systemic students’ career education program in Lithuania was to train career development competencies. Hence the change of these competencies should show the most, if the training was effective. All participants of this training have improved their career competencies, so it proves that this career competencies education program was successful. The article also assessed these conditions for students’ career competencies training effectiveness: organization of career competencies training, ability of career consultants to educate students’ career competencies during training, students’ personal effort during learning process, course materials (course books and practical exercises). Recommendations related to conditions for career competencies training effectiveness are presented in this article according to the results of this study.Socialinių mokslų (sociologijos) doktorantėVilniaus universiteto Sociologijos katedraUniversiteto g. 9/1, LT-01513 VilniusTel. (8 5) 266 76 26El. paštas: [email protected] kompetencijų ugdymas skatina darbo rinkos dalyvių sąmoningumą ir savarankiškumą, prisideda prie socialinės atskirties mažinimo. Vakarų šalyse šioms kompetencijoms ugdyti skiriama vis daugiau dėmesio, o įvairiose Lietuvos švietimo sistemos grandyse jos vis dar yra ugdomos minimaliai. Šiame straipsnyje pristatomas studentų pirmųjų sistemingų karjeros kompetencijų ugdymo efektyvumo sąlygų įvertinimas
Ugdymo kokybės vertinimas bendrojo lavinimo mokykloje: mokytojų ir mokinių požiūris
Get PDFQuality of the educational system became the EU priority aim when highlighting the tendencies of internalisation of education. While undergoing increase of responsibility of every educational institution and its community members for educational quality, self-assessment of school helps to reveal knowledge of its community on internal processes from contribution to result, perception of one’s institution as the whole, formation of the philosophy of monitoring and assessment of the educational process, the culture of quality. Quality assessment of an educational institution is a multiple one and it has a number of purposes. Assessment based on attitude of participants of the educational process is significant because it complements conclusions of internal and external audit, provides opportunities for a more thorough analysis of the state of institution’s quality of activities, makes the feedback among participants of the educational process effective, helps in self-development of reflection abilities, can benefit to discussion among school community on conception, standards, optimisation methods, etc. of quality. Exchange of attitudes as well as dialogue within school community should be a permanent process. The research has proved that obvious differences between teachers and pupils, conception and perception of significance of educational quality exist in the gymnasium. The most pronounced differences in assessment of educational quality became highlighted in assessment of various aspects of the process of teaching and learning: purposefulness of organisation of the process of teaching and learning, attractiveness, the level of mastering of the content of teaching and learning, effectiveness of feedback, purpose and significance of homework tasks, encouragement of activeness and progress of pupils, assessment of teaching and learning achievements, school’s capacity to meet the needs of the learners. Mokytoja metodininkė, Juliaus Janonio gimnazijosdirektoriaus pavaduotoja ugdymuiTilžės g. 137, LT-76348 ŠiauliaiTel. (8 41) 52 33 75El. paštas: [email protected] lt Docentė socialinių mokslų (edukologijos) daktarėŠiaulių universiteto Edukologijos katedraP. Višinskio g. 25, LT-76351 ŠiauliaiTel. (8 41) 59 57 18El. paštas: [email protected] nagrinėjamas mokytojų ir mokinių požiūris į ugdymo bendrojo lavinimo mokykloje kokybę, pagrindžiant jos aktualumą Europos Sąjungos ir Lietuvos švietimo raidos kontekste. Analizuojami empirinio tyrimo rezultatai, išryškinant mokytojų ir mokinių požiūrių į atskirus ugdymo proceso komponentus ir jo organizavimo aspektus bei juos sąlygojančius veiksnius panašumus ir skirtumus.
Aukštesniųjų klasių mokinių muzikinis-estetinis ugdymas chorine veikla
No full textThe basis of this article is a scientific inquiry whose object is musical-aesthetical training activity of choral singing of higher classes students. The aim of this research is to reveal pedagogical-psychological factors influencing the efficiency of musical-aesthetical training of choral singing of higher classes students. We understand students’ musical-aesthetical training by choral singing as the purposeful and expedient formation of personality’s musical-aesthetical relation to art and reality phenomena, musical-aesthetical need and musical-aesthetical-practical activity. The activity of musical-aesthetical choral singing should be described as the complex of the following components: 1) cognitive (knowledge, capability, abilities); 2) valuable-emotional (musical aesthetical needs, interests, aesthetical taste and ideal, motives of musical-aesthetical activity, valuable orientations etc.); will (aspiration, wish to join the activity, singleness of a real behaviour, changing plans etc.) Musical-aesthetical training by the activity of choral-singing of higher classes students in comprehensive schools have a positive purpose however in the primary stage of choir activity, not related to cognitive musical-aesthetical experience, the students of higher classes reveal a negative or neutral valuableemotional relation and behaviour. Neutral and negative valuable-emotional behaviour and relation is revealed especially brightly in boys depending on: 1) age; 2) level of the artistic performance of choir; 3) experience of singing in choirs; 4) musical education; The process of musical-aesthetical training by choir singing of higher classes students reguires the following components: cognitive, valuable-emotional and intercommunion of will and their activization.Docentė socialinių mokslų (edukologijos) daktarė Klaipėdos universiteto Menų fakulteto Muzikos pedagogikos katedra K. Donelaičio g. 4, LT-92144 Klaipėda Tel. (8-46) 39 87 34Straipsnyje pateikiami aukštesniųjų klasių mokinių muzikinio-estetinio ugdymo chorinės veiklos tyrimo rezultatai. Lyginami 1987 ir 2007 metų tyrimo duomenys. Atlikto tyrimo duomenys atskleidžia, jog aukštesniųjų klasių mokinių muzikinio-estetinio ugdymo chorinės veiklos efektyvumą sąlygoja šių asmenybės ugdymo turinio komponentų: pažintinio, vertybinio-emocinio ir elgesio tarpusavio sąveika ir jų aktyvizacija
Būsimų užsienio kalbų mokytojų dorinė nuostata: kognityvinis-prasminis lygmuo
Get PDFLithuanian and foreign researchers acknowledge the fact that that there is no education without values and that it is the teacher‘s responsibility to transmit those values to students. Lithuanian laws and regulations on education as well as Eureopean Centre for Modern Languages also see the need generated by present times to develop within our students the skills, values and behaviours of learning to live together. Therefore, the article raises the question wether universities pay enough attention to the development of moral attitudes of future foreign language teachers so that they can proceed with the fulfilment of their responsibility – teaching values and attitudes that help students connect international, national and personal dimensions with respect to linguistic and cultural diversity.The theoretical background of the reseach into moral attitudes of future foreign language teachers is provided in the article and it is based on the analysis of psychological, philosophical and pedagogical literature. Three models of attitude structure are overviewed. Philosophers maintain that moral attitudes manifest themselves by moral evaluative judgements. They also stress the fact that moral values are the criteria for making moral judgements concerning oneself, other people, phenomena, or things.Pedagogical literature revealed the importance of moral values in an individual value system. Such moral values as respect, honesty, sincerity, truthfullness, responsibility etc. determine the nature of moral attitudes, direct one‘s behaviour and provide the basis for human relationships. Therefore, the acknowledgment of the importance and understanding of the meaningfulness of moral values are considered to be the criteria revealing the depth and maturity of the cognitive-meaningful component of one‘s moral attitudes.The reseach into moral attitudes of future foreign language teachers was conducted at Vilnius Pedagogical Universities. The article provides the results of the analysis of the cognitive–meaningful component of foreign language students‘ moral attitudes. Although the respondents showed a relatively high acknowledgment of the importance of moral values, the understanding of meaningfulness of these moral values is not very deep. The conclusion is made that such a level of cognitive- meaningful level of moral attitudes of future foreign language teachers is not mature enough and that it might hinder the fulfilment of teachers‘ responsibilities in their future professional areas.Straipsnyje pristatomi užsienio (anglų, vokiečių, prancūzų) kalbų studijoms atsidėjusių studentų dorinių nuostatų empirinio kognityvinio-prasminio lygmens tyrimo rezultatai. Remiantis konkrečiais šio tyrimo duomenimis, aptariamas užsienio kalbų studentų dorovinių vertybių, sudarančių kognityvinio-prasminio dorinės nuostatos komponento turinį, svarbumo pripažinimas. Straipsnyje taip pat apžvelgiamas dorovinių vertybių, tiriamųjų laikomų svarbiomis būsimiems užsienio kalbų mokytojams, įprasminimas. Nors tyrimas atskleidė pakankamai aukštą užsienio kalbų studentų dorovinių vertybių svarbumo pripažinimą, tačiau parodė nelabai gilų šių vertybių asmeninės ir socialinės prasmės suvokimą
Aplinkos kokybė kaip vertybė vartotojiškoje visuomenėje: ekologinės, ekonominės ir kultūrinės-edukacinės dimensijos
Get PDFThe quality of environment as a value in consumer’s society and its ecological, economic and cultural- educative dimensions are discussed in the paper. The quality of environment in the consumer’s society is universal and not a single man’s worth, because it is related with the society and its future. The economic and cultural state of the society mainly depends on the quality of the environment. But the quality of the environment in the market conditions has its own value – it should be paid for it. This arises tension among business efforts to monitor ecological values and the rights of the citizens for the qualitative environment which is an expression of the born right for a secure space of existence. The quality of environment is defined by three dimensions – ecological, economic and cultural-educative. Though these dimensions are interdependent, they also express different worth aspects. The ecological worth of environment quality lies in how unblemished and unique functioning of ecosystem is secured. Economic worth is how effectively this environment is used, what services for a visitor it can offer, mostly needed for cognition of objects of nature and for the acquisition of new experiences. Cultural-educative worth is defined by three essential things. Firstly, the objects of nature are related with significant historical events and become valuable in the society as having not only aesthetic, but also spiritual and historical value. In this way, the natural environment acquires an educative value. Secondly, it is the institutional environment of the security of the objects of nature. The more effectively the institution of environment protection functions, the more ecological, cultural and economic worth of it, as an institution is growing up. Thirdly, the educative preparation of the citizens is very important. Highly ecologically educated citizen will give cultural worth priority for the quality of living environment.The institutions of a democratic government are oriented that the quality of environment would not be only declarative, but also become a priority and public interest. In this case a support would be given to the educational institutions and a favorable psychological medium would be formed for the youth’s valu-able standpoint towards the quality of the environment. Profesorius socialinių mokslų (sociologija)habilituotas daktarasVilniaus pedagoginio universitetoSociologijos ir politologijos katedraT. Ševčenkos g. 34, LT-03111 VilniusTel. mob. 8961 515 346El. paštas: [email protected] aptariama aplinkos kokybė kaip vertybė vartotojiškos visuomenės sąlygomis. Parodoma, kad vartotojiškos visuomenės ir gamtos santykiai visada buvo konfliktiški, tokie jie liko ir mūsų laikais. Nepaisant to, aplinkos kokybė, ilgą laiką individui buvusi išorinė vertybė, tampa vidinė, kurią jis linkęs vis aktyviau teigti ir ginti. Tačiau problema ta, kad rinkos sąlygomis už kokybę reikia mokėti brangiau – tada gali ir rinktis. Tuo tarpu vieša nuomonė teigia, kad „kokybė“ turi būti prieinama visiems, t. y. rinktis turi teisę kiekvienas. Būtent čia ir kertasi demokratinės valstybės ir rinkos nuostatos.Remiantis gamtos parko fenomenu, išskiriamos trys aplinkos kokybės vertingumo dimensijos – ekologinė, ekonominė ir kultūrinė-edukacinė. Atskleidžiama jų tarpusavio sąveika, raiškos svarba ir galimybės nustatant aplinkos kokybės vertingumą. Parodoma kokybiškos aplinkos edukacinis vertingumas, jos panaudojimo galimybės ugdant ir tobulinant asmens santykius su gamta. Aptariamas demokratinės valdžios ir švietimo institucijų vaidmuo puoselėjant vertybiškai orientuotus santykius su aplinka
Auditas mokykloje: tarp proceso ir strategijos
Get PDFBased on the retrospective analysis, that was done back in 2007 in November–December, the results of external evaluators of school management and educational activity are given in this paper. The aim of this research is to present the processes of internal audit at school and to reveal its influence for the further planning. Analyzed problems were put in such questions: how the audit process is going on in real within school activity?; what influence the internal audit’s procedure makes for the school activity’s effectiveness and strategic planning? While pointingout the peculiarites of the phenomenon of auditing, it was not based on the positive comprehensive schools’ internal audit’s experience, which is stated widely in various project reports and other scientific articles. On the contrary, it was mostuly orientated towards expressing main problems in order to raise educational discussions. The object of this research is the reports of external evaluators on school management and educational activity. The aim of the research is to reveal the processes of internal school audit and its influence for further planning. Some conclusions were made such as that negative influence on school’s internal audit is done by directive and controlled ruling of the institution that is based on vertical interactions, lack of strategic thinking, and formalizing the qualitative educational processes.Socialinių mokslų daktaras Mykolo Romerio universiteto Edukacinės veiklos katedra Ateities g. 20, LT-08303 Vilnius Tel. (85) 271 47 10 El. paštas: [email protected]ų mokslų habilituota daktarėVilniaus universitetoEdukologijos katedraUniversiteto g. 9/1, LT-01513 VilniusTel. (85) 266 76 25El. paštas: [email protected] retrospekcinės veiklos analizės metodu, analizuojamos atestuotų išorės vertintojų 2004–2007 metais parengtos mokyklų vadybos ir pedagoginės veiklos tobulinimo išorės audito ataskaitos. Siekiama atskleisti mokyklose vykstančius vidaus audito procesus bei jų įtaką vėlesniam planavimui. Nagrinėjamos problemos ypatumai ryškinami visiškai nesiremiant pozityviąja bendrojo lavinimo mokyklų vidaus audito patirtimi, bet orientuotasi į trūkumų ryškinimą, siekiant skatinti pedagogines diskusijas. Daromos išvados, kad vidaus auditui bendrojo lavinimo mokyklose neigiamą poveikį daro: direktyvus ir visa kontroliuojantis vadovavimas, grindžiamas vertikaliais tarpusavio santykiais; strateginio mąstymo nepakankamumas; kokybinių procesų ugdymo institucijose formalizavimas. Atkreipiamas dėmesys ir į tai, kad, mokyklų bendruomenes pamokius audito procedūrų ir jų netaikius keletą metų, buvo patirta mokymo/si nesėkmė
Suaugusiųjų švietimo vystymosi vadybos prielaidos ir perspektyvos Lietuvoje
No full textThe idea of Lifelong learning was legalised for the countries of the European Union at the policy-making level when the Memorandum on Lifelong learning was published in 2000. This concept became the basis for reforming the educational system in many countries. The EU Communication, Adult Learning: It is never too late to learn!, adopted by the Commission in 2006, attests the relevancy of its implementation in adult education.Education theoreticians and politicians alike admit that the projects for implementing the Lifelong learning idea face difficulties. Theoreticians in adult education report that the road for implementing this idea – a change of paradigm from education to learning – raises problems even in those countries where adult education already has deep traditions. Research on implementations of Lisbon Strategy (2000), written at the request of politicians in 2004, revealed that the results anticipated by the Lisbon Strategy had not been warranted. Therefore, new directions of activities were foreseen. One of them was to make Lifelong learning a specific reality.Research object is the expression of the Lifelong learning (LLL hereafter) idea implementation in adult education. Research objective is to clarify the strategic directions for adult education in Lithuania in the context of European education forecasts. The article presents means for the establishing the characteristics of the LLL concept. Based on this concept, four categories were distinguished: the learner, social environment, lifelong education and expression of the LLL concept. In the first stage the analysis of contemporary situation in adult education was performed and the aspects of forecasting were clarified. In the second stage, by employing the means for the establishing the characteristics of the LLL concept, features of the vision and mission for LLL by the year 2012 were identified in the documents foreseeing its implementation. The analysis of documents forecasting the future of adult education contributed to the clarification of the perspective of a further vaision and mission, conditionally projected for 2020. By summarising the results solely at the level of the LLL concept, it can be asserted that, assuming the Strategy for ensuring LLL (2004) remains the key document for the policy on Lithuania’s education to 2012, three education policy provisions at the strategic level for the LLL concept need to be clearly defined. The questions raised for these provisions are: how is the development of an LLL system foreseen so that it will be comprehensive, integral, and cost-effective? What should be the effective characteristics of adult learning systems? What should be done to assist the citizens of Lithuania to prepare for a professional life that corresponds to the highest standards of Europe? In order to achieve vision continuity until 2020, its provisions should provide for dissolving boundaries between different areas of the social environment of an individual, strengthening the interaction of a person with nature, evermore pronounced metacognitive processes and the importance of a search for meaningfulness over the course of personal development.Docentė, gamtos mokslų daktarė Vytauto Didžiojo universiteto Edukologijos katedra K. Donelaičio g. 52, LT-44248 Kaunas El. paštas: [email protected]ė, socialinių mokslų (edukologijos) daktarė Vytauto Didžiojo universiteto Švietimo studijų centras K. Donelaičio g. 52, LT-44248 Kaunas El. paštas: [email protected] visą gyvenimą idėja politiniu lygmeniu ES šalyse buvo įteisinta 2000 m. išleidus Mokymosi visą gyvenimą memorandumą. Tačiau tiek švietimo teoretikai, tiek politikai pripažįsta, kad įgyvendinant mokymosi visą gyvenimą projektus kyla sunkumų. Straipsnio autorės formuluoja tikslą – atskleisti Lietuvos suaugusiųjų švietimo vystymo perspektyvas mokymosi visą gyvenimą kontekste. Straipsnyje pristatoma mokymosi visą gyvenimą idėją charakterizuojanti priemonė ir jos pagrindu atlikta politinių dokumentų bei ateities scenarijų analizė, leidžianti nustatyti suaugusiųjų švietimo vystymosi perspektyvas Lietuvoje.
Rizikos grupių suaugusiųjų požiūris į mokymąsi
No full textThe paper presents research data about the conception of learning of unemployed disadvantaged groups of adults through their perception of learning value and its benefits. Ten focus group interviews were conducted to represent five different disadvantaged groups and to find out their perception of learning, authentically underpinned by their own understanding and social context. It comes out that the interviewees hold a positive attitude towards learning and perceive its value in a contemporary life, but they tend to project a learning possibility to other, younger, better-to-do individuals who hold a higher social status. The interviewees see the value of learning directly connected with employment and, therefore, they want practical training based courses to gain simple and competetive skills or learn crafts. Besides, they want to learn in a traditional way without taking advantage of independent or distance learning.Socialinių mokslų (edukologijos) daktarė Vytauto Didžiojo universiteto Socialinių mokslų fakulteto Edukologijos katedra K. Donelaičio g. 58, LT-44044 Kaunas Tel. (8 3) 732 78 21Straipsnyje pristatomi tyrimo, atskleidžiančio bedarbių rizikos grupių suaugusiųjų požiūrį į mokymąsi,kaip suvokiama mokymosi vertė ir jo teikiama nauda, duomenys. Taikant kokybinį fokusuotų grupių interviu tyrimo metodą siekta apibūdinti šių grupių suaugusiųjų autentišką mokymosi sampratą, paremtą jų pačių supratimu ir socialiniu kontekstu. Išryškėjo, kad rizikos grupėms priklausantys asmenys teigiamai žiūri į mokymąsi ir įžvelgia jo naudą šiuolaikinio žmogaus gyvenime. Tačiau jie linkę mokymosi galimybę perkelti kitiems – jaunesniems, turintiems daugiau pajamų ir aukštesnį socialinį statusą. Be to, mokymosi naudingumą jie tiesiogiai sieja su galimybe paskui įsidarbinti ar išmokti amato, todėl nori mokytis tradiciniu būdu, o ne savarankiškai ar nuotoliniu būdu
Studentų užsienio kalbos mokymosi motyvacija
Get PDFThe article presents the learning to learn concept and gives an overview of the most relevant foreign language motivation theories.The research revealed that the motives having an impact on external foreign language motivation are the domineering ones. It is obvious that students’ instrumental orientation is more significant, foreign language learning being more frequently associated with future prospects, whereas the obligation to receive a credit or to pass an exam are not considered to be of great importance.The research analysis showed correlation between students’ affective level of learning a foreign language and the motives stimulating their external and internal learning motivation. It has become obvious that the desire to visit a foreign country, the lang-uage of which is being studied, as well as the aim to communicate in that language encourage students to get interested in it and help them avoid anxiety during language classes. Besides, the satisfying feeling emerging in the foreign language learning process adds to one’s fulfilling experience and this in its own turn prevents indifference. It is evident that foreign language learning inspires more positive emotions to the respondents while the negative ones are more likely to be caused by the fear of speaking a foreign language.Statistically important differences have been found in learning motivation according to gender. Women are found to be less indifferent to foreign language learning, they are less bored in the learning process.Straipsnyje pateikiama kalbos mokymosi motyvacijos samprata bei aptariamos ryškesnės užsienio kalbų mokymosi motyvacijos teorijos, atliekami užsienio kalbos mokymosi motyvacijos tyrimai. Analizuojami studentų užsienio kalbos mokymosi motyvai. Pristatomas pirmojo kurso studentų požiūris į patiriamus išgyvenimus, emocinę savijautą mokantis užsienio kalbos bei jų sąsajas su mokymosi motyvacija