For the first time in Lithuania political, managerial and educational contexts of preschool teachers' teaching and learning in the organisation as a workplace are analysed. The aim of the research: to investigate teaching and learning experiences of teachers working in the preschool educational institution in the organization as a workplace and to determine their significance for quality of (self-)education. Preschool teachers' teaching and learning experiences in everyday professional activities, highlighting types and ways (forms, methods) of teaching and learning, are theoretically grounded. It is identified what meanings are given to non-formal and informal experiential teaching and learning of teachers', heads and representatives of the educational policy. Conditions and the environment, in which daily teaching and learning in the organization as a work place takes place, which are favourable for development of non-formal and informal teaching and learning, are distinguished. The results of the empirical study identified links of significance of preschool teachers' teaching and learning with quality of the institution's activities and the child's quality (self-) education, responding to priorities of the institution, and highlighted the need of acknowledgement of teaching and learning in the workplace. Manifestation of teachers' teaching and learning types prevailing in preschool educational institutions (i.e., non-formal and informal) was identified. Research results disclosed possibilities for the teaching staff to improve in the workplace and their diversity. Practical significance of the research is demonstrated by creation of the system of preschool teachers' teaching and learning in the organization as a workplace, grounded on research, and adaptability of the hypothetical model.
Schools implement a lot of various programmes of socialization. Some of them are included into the content of training, some are included into the content of training, some are developed in extracurricular activities, in various clubs at school and outside it and etc. There are some programmes which are accomplished the whole year, the state programmes, the programmes which are supported by the institutions of local government, international and national programmes. The abundance of these programmes is often the challenge for the teachers, social pedagogues, because it is needed to agree about the chosen programmes and how to realize them at school. There are not any researches, how the programmes of socialization help the teachers and school to achieve the raised training purposes. In the research it is tried to find out the opinion of the social pedagogues and the teachers about the realization of the preventive programmes and the programmes of socialization and compare the opinions of the teachers and social pedagogues about the possibilities of realization of the programmes of socialization at schools. The purpose of the research: To analyse the realization of the programmes of socialization at schools of general education from the point of view of the teachers. The objectives of the research: 1. To analyse the scientific literature, which concerns the concept of socialization and the problems of the content of training. 2. To study the documents and the acts of law, regulating socialization, and observe the development of the national programmes of socialization. 3. To find out the opinion of social pedagogues and teachers about the possibilieties of realization of the programmes of socialization at the teachers and social pedagogues about the possibilities of realization of the programmes of socialization at schools. 4. To prepare recommendations of the suitability of the programmes of socialization in training certain common competences and life skills. Methods: For collection of the data was chosen half-structural method of the interview which includes ten questions, presented to the social pedagogues and teachers. In the research was found out that pedagogues understand the importance of the relation of child socialization and the role of school. The teachers approve of the integration of the programmes of socialization into the content of training and informal training. It is suggested to ensure the concord of the integration of the programmes of socialization into formal and informal training. It is important to know, choosing the programme of socialization, which programme school is going to realize. Respondents know a lot of preventive programmes, in which schools take part, however, they state, that the programmes are realized by separate teachers, the realized preventive programmes are lack of integrity and consistency. Implanted in Lithuania OLWEUS programme of prevention violence and bullying is considered as an example of the lasting programme of socialization. The opinions concurred with the statement that it is the most effective preventive programme nowadays. Both groups of respondents support the lasting programmes of socialization, which could last the year or more. It is suggested to include the lacking programmes of training social skills, the preventive programmes of using drugs and other harmful substances and the summer programmes of entertaining children. For successful realization of the programmes of socialization the institutions of the national level should ensure integration of the programmes of socialization into the concord of formal and informal training, to provide for financing of the specific programmes, to induce the institutions, creating similar programmes, to forsee integration of the new programmes into the entire process of training, to create the methods of the programme realization, to finance the training of the teachers. The institutions of local administration, where the programmes of socialization will be realized, should get additional financing which can be assigned for realization of the children entertaining summer programmes and training social skills and etc. Every school, which decided to take part in the programme of socialization, schould carry out n investigation for the purpose to establish the actual school problems, the opinion of parents, students and teachers, to show, which certain programme is suitable for realization at school. School administration must actively take part in realization of the programme, motivate teachers, coordinate the works of the team. The teachers, realizing the lasting programme of socialization, should work in teams, share their experience.
Schools implement a lot of various programmes of socialization. Some of them are included into the content of training, some are included into the content of training, some are developed in extracurricular activities, in various clubs at school and outside it and etc. There are some programmes which are accomplished the whole year, the state programmes, the programmes which are supported by the institutions of local government, international and national programmes. The abundance of these programmes is often the challenge for the teachers, social pedagogues, because it is needed to agree about the chosen programmes and how to realize them at school. There are not any researches, how the programmes of socialization help the teachers and school to achieve the raised training purposes. In the research it is tried to find out the opinion of the social pedagogues and the teachers about the realization of the preventive programmes and the programmes of socialization and compare the opinions of the teachers and social pedagogues about the possibilities of realization of the programmes of socialization at schools. The purpose of the research: To analyse the realization of the programmes of socialization at schools of general education from the point of view of the teachers. The objectives of the research: 1. To analyse the scientific literature, which concerns the concept of socialization and the problems of the content of training. 2. To study the documents and the acts of law, regulating socialization, and observe the development of the national programmes of socialization. 3. To find out the opinion of social pedagogues and teachers about the possibilieties of realization of the programmes of socialization at the teachers and social pedagogues about the possibilities of realization of the programmes of socialization at schools. 4. To prepare recommendations of the suitability of the programmes of socialization in training certain common competences and life skills. Methods: For collection of the data was chosen half-structural method of the interview which includes ten questions, presented to the social pedagogues and teachers. In the research was found out that pedagogues understand the importance of the relation of child socialization and the role of school. The teachers approve of the integration of the programmes of socialization into the content of training and informal training. It is suggested to ensure the concord of the integration of the programmes of socialization into formal and informal training. It is important to know, choosing the programme of socialization, which programme school is going to realize. Respondents know a lot of preventive programmes, in which schools take part, however, they state, that the programmes are realized by separate teachers, the realized preventive programmes are lack of integrity and consistency. Implanted in Lithuania OLWEUS programme of prevention violence and bullying is considered as an example of the lasting programme of socialization. The opinions concurred with the statement that it is the most effective preventive programme nowadays. Both groups of respondents support the lasting programmes of socialization, which could last the year or more. It is suggested to include the lacking programmes of training social skills, the preventive programmes of using drugs and other harmful substances and the summer programmes of entertaining children. For successful realization of the programmes of socialization the institutions of the national level should ensure integration of the programmes of socialization into the concord of formal and informal training, to provide for financing of the specific programmes, to induce the institutions, creating similar programmes, to forsee integration of the new programmes into the entire process of training, to create the methods of the programme realization, to finance the training of the teachers. The institutions of local administration, where the programmes of socialization will be realized, should get additional financing which can be assigned for realization of the children entertaining summer programmes and training social skills and etc. Every school, which decided to take part in the programme of socialization, schould carry out n investigation for the purpose to establish the actual school problems, the opinion of parents, students and teachers, to show, which certain programme is suitable for realization at school. School administration must actively take part in realization of the programme, motivate teachers, coordinate the works of the team. The teachers, realizing the lasting programme of socialization, should work in teams, share their experience.
This article analyzes future teachers' opinion about integration of children with SEN in comprehensive schools. The research aim is to analyse prospective teachers' attitudes to opportunities for integrated education of children with special educational needs. An empirical research was carried out in order to find out their attitude to integration of children with SEN in comprehensive schools. Results of the empirical research show that children with SEN should be integrated into mainstream schools by adapting special education (learning) programs to them. According to the respondents, the main factors that determine success of integrated education are "Presence of environment appropriate for education (learning) and "Political aspects". The process of integration in comprehensive schools is beneficial for children with SEN, because it makes their integration in society easier, develops tolerance and communication and collaboration skills. The difficulties that children with SEN may encounter in mainstream schools are inability to adapt to the changed environment and bullying.
This article analyzes future teachers' opinion about integration of children with SEN in comprehensive schools. The research aim is to analyse prospective teachers' attitudes to opportunities for integrated education of children with special educational needs. An empirical research was carried out in order to find out their attitude to integration of children with SEN in comprehensive schools. Results of the empirical research show that children with SEN should be integrated into mainstream schools by adapting special education (learning) programs to them. According to the respondents, the main factors that determine success of integrated education are "Presence of environment appropriate for education (learning) and "Political aspects". The process of integration in comprehensive schools is beneficial for children with SEN, because it makes their integration in society easier, develops tolerance and communication and collaboration skills. The difficulties that children with SEN may encounter in mainstream schools are inability to adapt to the changed environment and bullying.
The article discusses schoolchildren's attitude towards the factors influencing their physical self-education.[Visą santraukos tekstą skaitykite spustelėję interneto prieigos nuorodą].
The article discusses schoolchildren's attitude towards the factors influencing their physical self-education.[Visą santraukos tekstą skaitykite spustelėję interneto prieigos nuorodą].
The article discusses schoolchildren's attitude towards the factors influencing their physical self-education.[Visą santraukos tekstą skaitykite spustelėję interneto prieigos nuorodą].
The changing nature of education in the EU and Lithuania increases the demand for more universal and broader specialization, which stimulates the search for new models of non –university teacher training. The objective of this article is to discuss the training of religion teachers, possibilities for their broader competence and expediency, based on the 10-year experience of training religion teachers at Marijampole College. Subdisciplines of the Lithuanian language and religion and expediency of integration widen the outlook of a teacher and help to prepare for moral educational work at school. Competences in two specialities (the Lithuanian language and teacher of religion) enable graduates of compete more successfully in the work market of pedagogues. The future of Lithuania especially will depend on the programs of teacher training and how they will be realized. Fast changes of Lithuanian society and education, processes of European integration and acquaintance with dominating models of teacher training in European Union make clear the demand for more universal pedagogues.
The changing nature of education in the EU and Lithuania increases the demand for more universal and broader specialization, which stimulates the search for new models of non –university teacher training. The objective of this article is to discuss the training of religion teachers, possibilities for their broader competence and expediency, based on the 10-year experience of training religion teachers at Marijampole College. Subdisciplines of the Lithuanian language and religion and expediency of integration widen the outlook of a teacher and help to prepare for moral educational work at school. Competences in two specialities (the Lithuanian language and teacher of religion) enable graduates of compete more successfully in the work market of pedagogues. The future of Lithuania especially will depend on the programs of teacher training and how they will be realized. Fast changes of Lithuanian society and education, processes of European integration and acquaintance with dominating models of teacher training in European Union make clear the demand for more universal pedagogues.
The changing nature of education in the EU and Lithuania increases the demand for more universal and broader specialization, which stimulates the search for new models of non –university teacher training. The objective of this article is to discuss the training of religion teachers, possibilities for their broader competence and expediency, based on the 10-year experience of training religion teachers at Marijampole College. Subdisciplines of the Lithuanian language and religion and expediency of integration widen the outlook of a teacher and help to prepare for moral educational work at school. Competences in two specialities (the Lithuanian language and teacher of religion) enable graduates of compete more successfully in the work market of pedagogues. The future of Lithuania especially will depend on the programs of teacher training and how they will be realized. Fast changes of Lithuanian society and education, processes of European integration and acquaintance with dominating models of teacher training in European Union make clear the demand for more universal pedagogues.
The changing nature of education in the EU and Lithuania increases the demand for more universal and broader specialization, which stimulates the search for new models of non –university teacher training. The objective of this article is to discuss the training of religion teachers, possibilities for their broader competence and expediency, based on the 10-year experience of training religion teachers at Marijampole College. Subdisciplines of the Lithuanian language and religion and expediency of integration widen the outlook of a teacher and help to prepare for moral educational work at school. Competences in two specialities (the Lithuanian language and teacher of religion) enable graduates of compete more successfully in the work market of pedagogues. The future of Lithuania especially will depend on the programs of teacher training and how they will be realized. Fast changes of Lithuanian society and education, processes of European integration and acquaintance with dominating models of teacher training in European Union make clear the demand for more universal pedagogues.
The changing nature of education in the EU and Lithuania increases the demand for more universal and broader specialization, which stimulates the search for new models of non –university teacher training. The objective of this article is to discuss the training of religion teachers, possibilities for their broader competence and expediency, based on the 10-year experience of training religion teachers at Marijampole College. Subdisciplines of the Lithuanian language and religion and expediency of integration widen the outlook of a teacher and help to prepare for moral educational work at school. Competences in two specialities (the Lithuanian language and teacher of religion) enable graduates of compete more successfully in the work market of pedagogues. The future of Lithuania especially will depend on the programs of teacher training and how they will be realized. Fast changes of Lithuanian society and education, processes of European integration and acquaintance with dominating models of teacher training in European Union make clear the demand for more universal pedagogues.
An analysis of Lithuanian legislation has shown that documents regulating the development of teachers' qualifications provides the teacher with an opportunity to improve personal, institutional and national educational needs for development, and defines requirements for educators and qualification development opportunities. However, research conducted in Lithuania shows that this process is frequently characterised as fragmentary, and that it lacks research on the needs of the development and planning of teachers' qualifications, the connection with the educational process, and its practical application. In the meantime, teachers commonly disregarding the significance of the subsidiarity principle to the effectiveness of the development of teachers' qualifications desire direct cooperation and the coordination of the need for the development of personal qualifications with the andragogue organiser, while ignoring the people responsible for it in educational institutions. The perception that the andragogue organiser's activities must be designed taking into account not only the personal expectations of teachers but also the objectives and priorities of educational institutions and of the development of teachers' qualifications raises a scientific issue: what type of andragogue organiser's activity is effective for achieving the main goals (quality) in the development of teachers' qualifications? The qualitative research conducted revealed the andragogue organiser's role and the effectiveness of the activity and direction of improvement with respect to the performed functions, activity areas and competences, and justified the fundamental principles of the development of teachers' qualifications. In the practical approach, empirical data presented in this article can be significant in: 1) seeking the effectiveness and improvement of activity of the andragogue organising teachers' qualification development services in the Klaipėda district; 2) identifying the roles and responsibilities of the participants' process in ensuring its quality.
An analysis of Lithuanian legislation has shown that documents regulating the development of teachers' qualifications provides the teacher with an opportunity to improve personal, institutional and national educational needs for development, and defines requirements for educators and qualification development opportunities. However, research conducted in Lithuania shows that this process is frequently characterised as fragmentary, and that it lacks research on the needs of the development and planning of teachers' qualifications, the connection with the educational process, and its practical application. In the meantime, teachers commonly disregarding the significance of the subsidiarity principle to the effectiveness of the development of teachers' qualifications desire direct cooperation and the coordination of the need for the development of personal qualifications with the andragogue organiser, while ignoring the people responsible for it in educational institutions. The perception that the andragogue organiser's activities must be designed taking into account not only the personal expectations of teachers but also the objectives and priorities of educational institutions and of the development of teachers' qualifications raises a scientific issue: what type of andragogue organiser's activity is effective for achieving the main goals (quality) in the development of teachers' qualifications? The qualitative research conducted revealed the andragogue organiser's role and the effectiveness of the activity and direction of improvement with respect to the performed functions, activity areas and competences, and justified the fundamental principles of the development of teachers' qualifications. In the practical approach, empirical data presented in this article can be significant in: 1) seeking the effectiveness and improvement of activity of the andragogue organising teachers' qualification development services in the Klaipėda district; 2) identifying the roles and responsibilities of the participants' process in ensuring its quality.
