The paper addressees the question how the physical education field manifests in discipline-based higher education. The background of this paper is based on the idea that students in their professions should learn the body of knowledge of that structure. The main aim was to present how the physical education field is implementable in discipline-based higher education. An exploratory approach was used to study the manifestation of the physical education field in discipline-based higher education in depth by encluding four major physical education concepts in the hierarchy of disciplines of different sciences. This paper concludes that the physical education field can manifest in discipline-based higher education as a particular collection of the disciplines, oriented towards diverse study objects such as sport, movement education, health, physical education. As the list of the study areas and fields in studies of which are offered in higher education institutions (2009), the physical education study field can be implemented only as separate groups of study fields: medicine and health sciences, life sciences, education science. However, this list of study areas and fields studies of which are offered in higher education institutions approved by Resolution of the Government of the Republic of Lithuania No. 1749 of 23 December 2009 does not promote Lithuanian physical education community's holistic approach by solving complex problems associated with human movement.
The paper addressees the question how the physical education field manifests in discipline-based higher education. The background of this paper is based on the idea that students in their professions should learn the body of knowledge of that structure. The main aim was to present how the physical education field is implementable in discipline-based higher education. An exploratory approach was used to study the manifestation of the physical education field in discipline-based higher education in depth by encluding four major physical education concepts in the hierarchy of disciplines of different sciences. This paper concludes that the physical education field can manifest in discipline-based higher education as a particular collection of the disciplines, oriented towards diverse study objects such as sport, movement education, health, physical education. As the list of the study areas and fields in studies of which are offered in higher education institutions (2009), the physical education study field can be implemented only as separate groups of study fields: medicine and health sciences, life sciences, education science. However, this list of study areas and fields studies of which are offered in higher education institutions approved by Resolution of the Government of the Republic of Lithuania No. 1749 of 23 December 2009 does not promote Lithuanian physical education community's holistic approach by solving complex problems associated with human movement.
The paper addressees the question how the physical education field manifests in discipline-based higher education. The background of this paper is based on the idea that students in their professions should learn the body of knowledge of that structure. The main aim was to present how the physical education field is implementable in discipline-based higher education. An exploratory approach was used to study the manifestation of the physical education field in discipline-based higher education in depth by encluding four major physical education concepts in the hierarchy of disciplines of different sciences. This paper concludes that the physical education field can manifest in discipline-based higher education as a particular collection of the disciplines, oriented towards diverse study objects such as sport, movement education, health, physical education. As the list of the study areas and fields in studies of which are offered in higher education institutions (2009), the physical education study field can be implemented only as separate groups of study fields: medicine and health sciences, life sciences, education science. However, this list of study areas and fields studies of which are offered in higher education institutions approved by Resolution of the Government of the Republic of Lithuania No. 1749 of 23 December 2009 does not promote Lithuanian physical education community's holistic approach by solving complex problems associated with human movement.
This paper deals with professional expectations of Lithuanian physical education undergraduates from different fields: rehabilitation, sports, physical education. The study sample consisted of 419 undergraduates from five universities of Lithuania: Sports University, Šiauliai University, University of Educational Sciences, University of Health Sciences, Klaipėda University. This was a statistically representative sampling with a 95-percent certainty. The respondents were divided into groups according to the Ministry of Government Order No. 1749 list of the areas and fields in which studies are offered in higher education institutions. Lithuanian academical studies of physical education can only be implemented as separate study fields: B300 rehabilitation (the medicine and health group of study fields), C600 sport (life sciences group), and X100 pedagogy of physical education (education group of study fields). Theoretical analysis allowed us to construct a questionnaire of 13 statements for the analysis of professional expectations and their links with studies. The factor analysis allowed identifing two expectations' macro-categories: professional expectations for the future and expectations for the choice of study. The field of study in this research was analysed as an independent variable. We calculated Cramer's V as a measure of the strength of association among dependent and independent variables. The results have shown that the professional expectations of students from different study fields vary i.e. that expectations as to the choice of study are similar, but professional expectations for the future differ. Undergraduates of the rehabilitation study field foster higher professional expectations for the future than do students from the sports or pedagogy of physical education fields of study. [.]
This paper deals with professional expectations of Lithuanian physical education undergraduates from different fields: rehabilitation, sports, physical education. The study sample consisted of 419 undergraduates from five universities of Lithuania: Sports University, Šiauliai University, University of Educational Sciences, University of Health Sciences, Klaipėda University. This was a statistically representative sampling with a 95-percent certainty. The respondents were divided into groups according to the Ministry of Government Order No. 1749 list of the areas and fields in which studies are offered in higher education institutions. Lithuanian academical studies of physical education can only be implemented as separate study fields: B300 rehabilitation (the medicine and health group of study fields), C600 sport (life sciences group), and X100 pedagogy of physical education (education group of study fields). Theoretical analysis allowed us to construct a questionnaire of 13 statements for the analysis of professional expectations and their links with studies. The factor analysis allowed identifing two expectations' macro-categories: professional expectations for the future and expectations for the choice of study. The field of study in this research was analysed as an independent variable. We calculated Cramer's V as a measure of the strength of association among dependent and independent variables. The results have shown that the professional expectations of students from different study fields vary i.e. that expectations as to the choice of study are similar, but professional expectations for the future differ. Undergraduates of the rehabilitation study field foster higher professional expectations for the future than do students from the sports or pedagogy of physical education fields of study. [.]
This paper deals with professional expectations of Lithuanian physical education undergraduates from different fields: rehabilitation, sports, physical education. The study sample consisted of 419 undergraduates from five universities of Lithuania: Sports University, Šiauliai University, University of Educational Sciences, University of Health Sciences, Klaipėda University. This was a statistically representative sampling with a 95-percent certainty. The respondents were divided into groups according to the Ministry of Government Order No. 1749 list of the areas and fields in which studies are offered in higher education institutions. Lithuanian academical studies of physical education can only be implemented as separate study fields: B300 rehabilitation (the medicine and health group of study fields), C600 sport (life sciences group), and X100 pedagogy of physical education (education group of study fields). Theoretical analysis allowed us to construct a questionnaire of 13 statements for the analysis of professional expectations and their links with studies. The factor analysis allowed identifing two expectations' macro-categories: professional expectations for the future and expectations for the choice of study. The field of study in this research was analysed as an independent variable. We calculated Cramer's V as a measure of the strength of association among dependent and independent variables. The results have shown that the professional expectations of students from different study fields vary i.e. that expectations as to the choice of study are similar, but professional expectations for the future differ. Undergraduates of the rehabilitation study field foster higher professional expectations for the future than do students from the sports or pedagogy of physical education fields of study. [.]
This paper deals with professional expectations of Lithuanian physical education undergraduates from different fields: rehabilitation, sports, physical education. The study sample consisted of 419 undergraduates from five universities of Lithuania: Sports University, Šiauliai University, University of Educational Sciences, University of Health Sciences, Klaipėda University. This was a statistically representative sampling with a 95-percent certainty. The respondents were divided into groups according to the Ministry of Government Order No. 1749 list of the areas and fields in which studies are offered in higher education institutions. Lithuanian academical studies of physical education can only be implemented as separate study fields: B300 rehabilitation (the medicine and health group of study fields), C600 sport (life sciences group), and X100 pedagogy of physical education (education group of study fields). Theoretical analysis allowed us to construct a questionnaire of 13 statements for the analysis of professional expectations and their links with studies. The factor analysis allowed identifing two expectations' macro-categories: professional expectations for the future and expectations for the choice of study. The field of study in this research was analysed as an independent variable. We calculated Cramer's V as a measure of the strength of association among dependent and independent variables. The results have shown that the professional expectations of students from different study fields vary i.e. that expectations as to the choice of study are similar, but professional expectations for the future differ. Undergraduates of the rehabilitation study field foster higher professional expectations for the future than do students from the sports or pedagogy of physical education fields of study. The academic studies aimed at meeting the public needs allow students from the rehabilitation field of study easier to discern the direction of study and professional interface, making it easier for them to draw a contour of the professional self. However, for students of the sports, whose studies are directed towards the academic level and for students of physical education pedagogy, which has a high degree of interdisciplinarity, to do this in the final phase of studies is very difficult. The interdisciplinary profile of a study field is a crucial factor of the for lower professional expectations, and it offers a guideline for the further research. ; Remiantis darbais, nagrinėjančiais profesinius lūkesčius ir kūno kultūros studijų kontekstą, ieškota Lietuvos būsimųjų kūno kultūros specialistų – reabilitacijos, sporto ir kūno kultūros pedagogikos krypčių bakalaurų – profesinių lūkesčių raiškos. Šių darbų analizė leido parengti anketą, skirtą profesinių lūkesčių apraiškoms nustatyti. Iš Lietuvos universitetų, teikiančių reabilitacijos, sporto ar kūno kultūros pedagogikos studijas, atsitiktinės atrankos būdu apklausta 419 ketvirto kurso studentų, atstovaujančių populiacijai 95 proc. patikimumu. Remiantis faktorine analize išskirtos dvi profesinių lūkesčių makrokategorijos: profesinės ateities lūkesčiai ir studijų pasirinkimo lūkesčiai. Studijų kryptis šiame tyrime analizuota kaip nepriklausomas požymis. Priklausomų ir nepriklausomų požymių sąsajai vertinti taikytas Kramerio V koeficientas. Šia statistika grįsta analizė parodė, kad tirtų krypčių studentų studijų krypties pasirinkimo lūkesčiai yra panašūs, tačiau profesinės ateities lūkesčiai yra skirtingi. Reabilitacijos studijų krypties studentai puoselėja aukštesnius profesinės ateities lūkesčius nei sporto ar kūno kultūros pedagogikos studijų krypčių studentai. Baigiamajame studijų tarpsnyje tarpdisciplininis studijų krypties profilis turi lemiamą reikšmę žemesniems asmens profesinės ateities lūkesčiams ir tampa tolesnio tyrimo gaire.
Many Lithuanian and foreign authors investigate problems related to academic values of the university teacher. There are a lot of discussions about rendering of academic service for society (university included) and about significance and importance of scientific research for the university teacher. According to the data solving problems of higher education system seem to be complex and related to determinating psychosocial factors of university teacher activities.Deep alterations in Lithuanian political, economic and social life during period of independence impact on public attitudes towards education in the context of knowledge economics and determine qualitative new relationship between the university teacher and academe – academic self concept (particular completeness of perceived social features of academe member, emotions and assessments induced by these features).The aim of this article is to present research results on expression of cognitive component of Lithuanian universities' teachers' academic self concept linked to: 1. perception of himself as a builder of knowledge society, an educator or a member of social institution; 2. duration of his/her pedagogic and scientific career; 3. reliance on scienctific area.Representative sample was formed by 454 teachers from 8 Lithuanian universities. Considering the new context of teacher's education the respondents were grouped according to the duration of their career – teachers who started their pedagogic and scientific career in the universities before 1991 and teachers who started their pedagogic and scientific career after 1991.Attitudes of respondents towards affirmations of categories of cognitive component of academic self concept were analysed and interpreted by using standardization of data and non-parametric statistics. The analysis of categories of cognitive component of academic self concept of teachers indicated that the expression of this component pertains to duration of teacher's pedagogic and scientific career (the same as teacher's age) and reliance on scientific area. ; Sporto biomechanikos, informatikosir inžinerijos katedros asistentėLietuvos kūno kultūros akademijaSporto g. 6, LTLT-44221 KaunasTel. +370 37 302 668El. paštas: g.rastauskiene@lkka.ltProfesorius socialinių mokslų(edukologijos) habilituotas daktarasSocialinių kūno kultūros ir sportotyrimų laboratorijos vedėjasLietuvos kūno kultūros akademijaSporto g. 6, LTLT-44221 KaunasTel. +370 37 302 637El. paštas: k.kardelis@lkka.ltDocentė socialinių mokslų (edukologija) daktarėLietuvos kūno kultūros akademijosSporto pedagogikos ir psichologijos katedraSporto g. 6, LTLT-44221 KaunasTel. + 370 37 302 669El. paštas: i.sesciliene@lkka.ltSvarūs Lietuvos nepriklausomybės laikotarpio socialiniai, politikos ir ekonomikos pokyčiai daro įtaką visuomenės požiūriui į išsilavinimą žinių ekonomikos kontekste ir lemia kokybiškai naują aukštosios universitetinės mokyklos dėstytojo santykį su akademine aplinka – jo akademinę Aš koncepciją – tam tikrą akademinės bendruomenės nario suvoktų socialinių požymių visumą, tų požymių keliamas emocijas ir jų vertinimą kaip žinojimo apie savo elgesį išraišką. Dėstytojų akademinės Aš koncepcijos kognityvinio komponento kategorijų (dėstytojo savęs, kaip žinių visuomenės kūrėjo, ugdytojo ir socialinės institucijos nario suvokimas) analizė parodė, kad šio komponento raiška priklauso nuo dėstytojo pedagoginio-mokslinio darbo trukmės (kartu nuo jo amžiaus) bei priklausomumo mokslo sričiai. Reprezentatyvią tyrimo dalyvių imtį sudarė aštuonių Lietuvos aukštųjų universitetinių mokyklų 454 dėstytojai: dėstytojai, pradėję savo pedagoginę-mokslinę karjerą nuo 1991-ųjų metų, ir dėstytojai, pradėję savo pedagoginę-mokslinę karjerą anksčiau nei 1991-ieji metai.
