Suchergebnisse

While the department of social pedagogics was participating in the international TEMPUS project from 1995 to 1998, the experiments related to the need of social teachers and possibilities of professional functions and questions of professional preparation were held in Klaipėda region. The results of these experiments led to such the following conclusions: 1. All teachers need knowledge and experience of social work. Social teacher who is totally prepared and has obtained practical work experience is significantly needed not only for child care organizations but also for secondary education schools. Similarities and differences of class teacher's and social teacher's activities were observed during the experiments and the possibilities of social teachers successful activities at secondary schools were analysed. 2. While preparing social teachers for educational and child care institutions, specialization is essential as well as specification of their meetings with different educational and care organizations. Special formation of the skills of social activities is essential for future social workers. Work practice, non-formal students' activities and volunteers' work could help to establish this process. Course in the social work for preparation of social workers for educational institutions have to be closely related with practice. 3. It is necessary to evaluate norms of government social and educational institutions. (Extremely formal contacts between these institutions, with only occasional communications, as well as no interest or no care about further child's fortune were identified). 4. Until now, little attention has been given to family problems in Lithuania. It is necessary to develop the initiatives and enthusiasm of future teachers. They need to be able fundamentally to help the child and the family, to reduce and eliminate the reasons for problems occurring. Future teachers need to take initiative and responsibility while creating social projects and implementing them. It is essential to develop the process of selection for future professionals in social pedagogics. Future social teachers need to have clear features of honesty, social skills and work experience. Therefore when accepting students to the social worker's profession, not only the marks of their secondary school diploma should be considered but also personal characteristics and experience.

While the department of social pedagogics was participating in the international TEMPUS project from 1995 to 1998, the experiments related to the need of social teachers and possibilities of professional functions and questions of professional preparation were held in Klaipėda region. The results of these experiments led to such the following conclusions: 1. All teachers need knowledge and experience of social work. Social teacher who is totally prepared and has obtained practical work experience is significantly needed not only for child care organizations but also for secondary education schools. Similarities and differences of class teacher's and social teacher's activities were observed during the experiments and the possibilities of social teachers successful activities at secondary schools were analysed. 2. While preparing social teachers for educational and child care institutions, specialization is essential as well as specification of their meetings with different educational and care organizations. Special formation of the skills of social activities is essential for future social workers. Work practice, non-formal students' activities and volunteers' work could help to establish this process. Course in the social work for preparation of social workers for educational institutions have to be closely related with practice. 3. It is necessary to evaluate norms of government social and educational institutions. (Extremely formal contacts between these institutions, with only occasional communications, as well as no interest or no care about further child's fortune were identified). 4. Until now, little attention has been given to family problems in Lithuania. It is necessary to develop the initiatives and enthusiasm of future teachers. They need to be able fundamentally to help the child and the family, to reduce and eliminate the reasons for problems occurring. Future teachers need to take initiative and responsibility while creating social projects and implementing them. It is essential to develop the process of selection for future professionals in social pedagogics. Future social teachers need to have clear features of honesty, social skills and work experience. Therefore when accepting students to the social worker's profession, not only the marks of their secondary school diploma should be considered but also personal characteristics and experience.

Laura Vaikėnienė. Theme of the Master's thesis 'Expression of Managerial Competence of Teacher in a Group of Extended-day Activity'. Research supervisor Assoc. Prof. Dr. M. Gaigalienė. Vilnius Pedagogical University, Faculty of Pedagogy and Psychology, Department of Educational Sciences. 2009 . Objective of the research is to make analysis of expression of managerial competence of teacher in a group of extended-day activity. The main objective defined in the Master's thesis is concretized with the tasks as follows: analysed and described conception of managerial competence in pedagogical-psychological literature and documents, reviewed objectives and functions of a group of extended-day activity, the revealed expression of managerial competence in a group of extended-day activity while organizing, planning, managing and taking control. All concepts related to the theme of the analysis are discussed following the governmental decrees, principles of equal opportunities, contextuality, efficiency, and continuity of educational system, aims and tasks of education. A qualitative and quantitative analysis was made in accordance with made in advance program of research, aims and tasks defined in the research program were fulfilled, a structured questionnaire and interview were prepared. Eighteen primary education teachers, forty primary pupils attending the group of extended-day activity, two extended-day activity teachers and seventy nine parents of pupils responded to questionnaire. The results of the research revealed that the managerial competence is necessary not only for managers of various institutions, it is also necessary for teachers of a group of extended-day activity who are playing different roles in their work and in order to play the roles successfully a managerial competence is required. Modern managerial competence of a teacher and continuous development thereof is the prime factor deciding professional improvement of a teacher and qualitative activities.

Laura Vaikėnienė. Theme of the Master's thesis 'Expression of Managerial Competence of Teacher in a Group of Extended-day Activity'. Research supervisor Assoc. Prof. Dr. M. Gaigalienė. Vilnius Pedagogical University, Faculty of Pedagogy and Psychology, Department of Educational Sciences. 2009 . Objective of the research is to make analysis of expression of managerial competence of teacher in a group of extended-day activity. The main objective defined in the Master's thesis is concretized with the tasks as follows: analysed and described conception of managerial competence in pedagogical-psychological literature and documents, reviewed objectives and functions of a group of extended-day activity, the revealed expression of managerial competence in a group of extended-day activity while organizing, planning, managing and taking control. All concepts related to the theme of the analysis are discussed following the governmental decrees, principles of equal opportunities, contextuality, efficiency, and continuity of educational system, aims and tasks of education. A qualitative and quantitative analysis was made in accordance with made in advance program of research, aims and tasks defined in the research program were fulfilled, a structured questionnaire and interview were prepared. Eighteen primary education teachers, forty primary pupils attending the group of extended-day activity, two extended-day activity teachers and seventy nine parents of pupils responded to questionnaire. The results of the research revealed that the managerial competence is necessary not only for managers of various institutions, it is also necessary for teachers of a group of extended-day activity who are playing different roles in their work and in order to play the roles successfully a managerial competence is required. Modern managerial competence of a teacher and continuous development thereof is the prime factor deciding professional improvement of a teacher and qualitative activities.

The article compares a concurrent route and a consecutive route of teachers' training and critically evaluates their institutionalization. The analysis of the practices of institutionalization (study processes, certification of the studies, higher education institutions, study grants, and the classification of the study programmes and sciences) reveals that the contemporary political power supports the concurrent route of teacher training.

The article compares a concurrent route and a consecutive route of teachers' training and critically evaluates their institutionalization. The analysis of the practices of institutionalization (study processes, certification of the studies, higher education institutions, study grants, and the classification of the study programmes and sciences) reveals that the contemporary political power supports the concurrent route of teacher training.

The article compares a concurrent route and a consecutive route of teachers' training and critically evaluates their institutionalization. The analysis of the practices of institutionalization (study processes, certification of the studies, higher education institutions, study grants, and the classification of the study programmes and sciences) reveals that the contemporary political power supports the concurrent route of teacher training.

The article compares a concurrent route and a consecutive route of teachers' training and critically evaluates their institutionalization. The analysis of the practices of institutionalization (study processes, certification of the studies, higher education institutions, study grants, and the classification of the study programmes and sciences) reveals that the contemporary political power supports the concurrent route of teacher training.

Laima Šamatavienė. Theme of the Master's thesis 'Self-expression of Pre-school Education Group Teacher and Quality of Education'. Research supervisor Prof. Habil.Dr. M. Barkauskaitė. Vilnius Pedagogical University, Faculty of Pedagogy and Psychology, Department of Educational Sciences. 05.05.2009 . Objective of the research is to examine and make analysis of self-expression of pre-school education group teacher and quality of education. The main objective defined in the thesis is concretized with the tasks as follows: analysed conception of self-expression of pre-school education group teacher and quality of education in research literature, analysed and examined self-realisation of a teacher while making strategy of his/her activities, revealed and described expression of self-realisation of pre-school education group teacher while developing a program of education, plans of activities, a concord of self-expression of pre-school education group teacher and quality is discussed, the attitude of parents to competences of teachers while organizing education procedure is ascertained. All concepts related to the theme of the analysis are discussed following the governmental decrees, principles of equal opportunities, contextuality, efficiency, and continuity of educational system, aims and tasks of education. A qualitative and quantitative analysis was made in accordance with made in advance program of research, aims and tasks defined in the research program were fulfilled, a structured questionnaire and interview were prepared. Thirty six pre-school education teachers and one hundred forty parents of children attending pre-school education school responded to questionnaire. The results of qualitative analysis revealed that a lot of pre-school education teachers are drawing important attention to managerial self-expression of a teacher while seeking for education quality strategy through individual program of educational entity and plans of activities as well, taking needs and expectations of society into consideration. The results of the research show that seeking for better results of quality of education, and improving planning of activities, organizing of educational procedure, self-expression of pedagogical communication and collaboration and managerial competences, the teachers should agree more often on their activities with parents, colleagues, educational entity, and to be able and capable to attain for balance between the provision of knowledge and consulting, management and leadership, to make compromise decisions during class activities. Pre-school education teachers are working creatively, that is especially clearly seen in a Russian-spoken pre-school educational entity, they endeavour to provide information to their pupils in a non-traditional and original way. While improving the artistic, personal, social competences, teachers are recommended to renew their knowledge, to pay more attention on their self-analysis. In analysis of activity and initiative competences of teachers given in this Thesis, it is obviously that teachers are attaining for studying during whole their life, however it should be worth to apply more new technologies in their activities, to improve knowledge in state language, to share the gathered experience, to acquire the required qualification, professional development, to promote motivation of pupils. Data of the research revealed that there are favourable conditions for improvement of self-realisation and acquisition of new competences in a pre-school education entity. Pedagogical competence, planning of activities, competences of educational procedure, pedagogical communication and collaboration, private and educational competences are especially important for self-realization of a teacher. However teachers feel lack of self-education means that could be worth for development of competences, there is a lack of knowledge and new educational methods oriented to development of competences, experience of application. Attitude of parents to competences of teachers in arrangement of educational procedure marks out being provided services: engagement of children, diversity of activity, quality, state language teaching. Self-expression of pre-school education teacher and quality of education is a complex urgent problem both theoretically and in practice. It requires making a wider and deeper analysis in the process of development of educational procedure and attaining for quality of such procedure.

Laima Šamatavienė. Theme of the Master's thesis 'Self-expression of Pre-school Education Group Teacher and Quality of Education'. Research supervisor Prof. Habil.Dr. M. Barkauskaitė. Vilnius Pedagogical University, Faculty of Pedagogy and Psychology, Department of Educational Sciences. 05.05.2009 . Objective of the research is to examine and make analysis of self-expression of pre-school education group teacher and quality of education. The main objective defined in the thesis is concretized with the tasks as follows: analysed conception of self-expression of pre-school education group teacher and quality of education in research literature, analysed and examined self-realisation of a teacher while making strategy of his/her activities, revealed and described expression of self-realisation of pre-school education group teacher while developing a program of education, plans of activities, a concord of self-expression of pre-school education group teacher and quality is discussed, the attitude of parents to competences of teachers while organizing education procedure is ascertained. All concepts related to the theme of the analysis are discussed following the governmental decrees, principles of equal opportunities, contextuality, efficiency, and continuity of educational system, aims and tasks of education. A qualitative and quantitative analysis was made in accordance with made in advance program of research, aims and tasks defined in the research program were fulfilled, a structured questionnaire and interview were prepared. Thirty six pre-school education teachers and one hundred forty parents of children attending pre-school education school responded to questionnaire. The results of qualitative analysis revealed that a lot of pre-school education teachers are drawing important attention to managerial self-expression of a teacher while seeking for education quality strategy through individual program of educational entity and plans of activities as well, taking needs and expectations of society into consideration. The results of the research show that seeking for better results of quality of education, and improving planning of activities, organizing of educational procedure, self-expression of pedagogical communication and collaboration and managerial competences, the teachers should agree more often on their activities with parents, colleagues, educational entity, and to be able and capable to attain for balance between the provision of knowledge and consulting, management and leadership, to make compromise decisions during class activities. Pre-school education teachers are working creatively, that is especially clearly seen in a Russian-spoken pre-school educational entity, they endeavour to provide information to their pupils in a non-traditional and original way. While improving the artistic, personal, social competences, teachers are recommended to renew their knowledge, to pay more attention on their self-analysis. In analysis of activity and initiative competences of teachers given in this Thesis, it is obviously that teachers are attaining for studying during whole their life, however it should be worth to apply more new technologies in their activities, to improve knowledge in state language, to share the gathered experience, to acquire the required qualification, professional development, to promote motivation of pupils. Data of the research revealed that there are favourable conditions for improvement of self-realisation and acquisition of new competences in a pre-school education entity. Pedagogical competence, planning of activities, competences of educational procedure, pedagogical communication and collaboration, private and educational competences are especially important for self-realization of a teacher. However teachers feel lack of self-education means that could be worth for development of competences, there is a lack of knowledge and new educational methods oriented to development of competences, experience of application. Attitude of parents to competences of teachers in arrangement of educational procedure marks out being provided services: engagement of children, diversity of activity, quality, state language teaching. Self-expression of pre-school education teacher and quality of education is a complex urgent problem both theoretically and in practice. It requires making a wider and deeper analysis in the process of development of educational procedure and attaining for quality of such procedure.

The article presents an analysis of the discourse of teacher occupational periodicals on teacher stress, its effects and contexts of expression. Public opinion about the prestige of the teaching profession, workload, teacher's health, school microclimate, etc. is formed by the political and social interests of different actors represented in the media. A piece of the scientific information obtained during a research project on occupational stress in Lithuanian teachers has been employed in the study (Bubelienė, 2010; Bubelienė, Merkys, 2010; Merkys, Bubelienė, 2009). The analysis of the professional press discourse is aimed at revealing how various actors introduce socially constructed worldviews, values, ideas, attitudes, and opinions, and give a sense to situations, social roles, identities, and interpersonal relationships in the process of discourse. Occupational factors, contexts and sources of risk leading to an increased occupational stress in teachers are examined. The article presents the results of the research and the emerged thematic plot lines that reflect the determinants of the teacher stress at macro, organizational, and micro levels. The analysis of the teacher professional press discourse has shown that the topic of the teacher stress in the Lithuanian public discourse and public opinion occupies a position of a comparatively high relevance in terms of numerous stress determinants and contexts. It has been revealed that the discourse on occupational stress in teachers mainly reflects the social factors on the macro level, which have a substantial effect on the expression of occupational stress in teachers.

The article presents an analysis of the discourse of teacher occupational periodicals on teacher stress, its effects and contexts of expression. Public opinion about the prestige of the teaching profession, workload, teacher's health, school microclimate, etc. is formed by the political and social interests of different actors represented in the media. A piece of the scientific information obtained during a research project on occupational stress in Lithuanian teachers has been employed in the study (Bubelienė, 2010; Bubelienė, Merkys, 2010; Merkys, Bubelienė, 2009). The analysis of the professional press discourse is aimed at revealing how various actors introduce socially constructed worldviews, values, ideas, attitudes, and opinions, and give a sense to situations, social roles, identities, and interpersonal relationships in the process of discourse. Occupational factors, contexts and sources of risk leading to an increased occupational stress in teachers are examined. The article presents the results of the research and the emerged thematic plot lines that reflect the determinants of the teacher stress at macro, organizational, and micro levels. The analysis of the teacher professional press discourse has shown that the topic of the teacher stress in the Lithuanian public discourse and public opinion occupies a position of a comparatively high relevance in terms of numerous stress determinants and contexts. It has been revealed that the discourse on occupational stress in teachers mainly reflects the social factors on the macro level, which have a substantial effect on the expression of occupational stress in teachers.

The article presents an analysis of the discourse of teacher occupational periodicals on teacher stress, its effects and contexts of expression. Public opinion about the prestige of the teaching profession, workload, teacher's health, school microclimate, etc. is formed by the political and social interests of different actors represented in the media. A piece of the scientific information obtained during a research project on occupational stress in Lithuanian teachers has been employed in the study (Bubelienė, 2010; Bubelienė, Merkys, 2010; Merkys, Bubelienė, 2009). The analysis of the professional press discourse is aimed at revealing how various actors introduce socially constructed worldviews, values, ideas, attitudes, and opinions, and give a sense to situations, social roles, identities, and interpersonal relationships in the process of discourse. Occupational factors, contexts and sources of risk leading to an increased occupational stress in teachers are examined. The article presents the results of the research and the emerged thematic plot lines that reflect the determinants of the teacher stress at macro, organizational, and micro levels. The analysis of the teacher professional press discourse has shown that the topic of the teacher stress in the Lithuanian public discourse and public opinion occupies a position of a comparatively high relevance in terms of numerous stress determinants and contexts. It has been revealed that the discourse on occupational stress in teachers mainly reflects the social factors on the macro level, which have a substantial effect on the expression of occupational stress in teachers.

The article presents an analysis of the discourse of teacher occupational periodicals on teacher stress, its effects and contexts of expression. Public opinion about the prestige of the teaching profession, workload, teacher's health, school microclimate, etc. is formed by the political and social interests of different actors represented in the media. A piece of the scientific information obtained during a research project on occupational stress in Lithuanian teachers has been employed in the study (Bubelienė, 2010; Bubelienė, Merkys, 2010; Merkys, Bubelienė, 2009). The analysis of the professional press discourse is aimed at revealing how various actors introduce socially constructed worldviews, values, ideas, attitudes, and opinions, and give a sense to situations, social roles, identities, and interpersonal relationships in the process of discourse. Occupational factors, contexts and sources of risk leading to an increased occupational stress in teachers are examined. The article presents the results of the research and the emerged thematic plot lines that reflect the determinants of the teacher stress at macro, organizational, and micro levels. The analysis of the teacher professional press discourse has shown that the topic of the teacher stress in the Lithuanian public discourse and public opinion occupies a position of a comparatively high relevance in terms of numerous stress determinants and contexts. It has been revealed that the discourse on occupational stress in teachers mainly reflects the social factors on the macro level, which have a substantial effect on the expression of occupational stress in teachers.

Postmodernism is changing various areas of existence of nowadays: cognition, culture, politics. It is maintained that the most important peculiarity of postmodern reasoning is settling of competing epistemologies, which show that grand discourses, which used to ensure structural stability and definiteness of reality, have disappeared. Reality is perceived in a fragmented way because it is in a constant change and that is why its understanding is related to unpredictable logic and dynamics of heterogenised processes (Rubavičius, 2010). This causes emergence of human cognition paradox which is inevitably related to the question: Is it worth looking for and outlining essential characteristics of global post-industrial network knowledge or post-humanum? Namely this ideology raised not only the cult of freedom but also the cult of consumerism and for this reason there are more statements that contemporary civilisation that started in the West becomes non-civilised and loses its notional orientation (Grigas, 2007).