Suchergebnisse

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.

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.

Rapid economic, political changes and social events inevitably influence the change of priorities and traditional values. Pedagogues themselves are partly responsible for their negative image in the media. The professional image of pre-school education pedagogues is the subject of the research. The aim of the research is to reveal the attitude of the prospective pre-school pedagogues towards formation of the professional image. The scope and basis of the research: 145 (including 46 males and 99 female) respondents, the age varied from 18 to 70 years. To achieve of the aim, the quantitative and qualitative research was applied. The results of the empirical research show that pre-school education pedagogues themselves are partly responsible for their professional image. A positive image of pedagogues is: determined by the responsibility for job, pedagogical calmness, the love to a child, education competences, personal and professional qualities. A negative position of the professional image of pre-school education pedagogue's job was related to emotional coldness, children harassment, parents and children neglect and bad work.

Politicians of education of Lithuania emphasise the necessity to raise the prestige of the pedagogue's work; therefore, pedagogues' competence and qualification become particularly significant. This requires constant improvement and renewal; thus, learning of specialists of pre-school education becomes an integral part of their professional activity. Pedagogues' learning combines three ways: formal, non-formal and informal learning. Having carried out the analysis of scientific, methodical literature, it was noticed that currently pre-school education specialists are improving their professional competence combining all three ways of learning but there is no official or legitimated national or institutional model acknowledging knowledge acquired in the informal way. This creates a possibility for designing a new model for improving competencies of pre-school education pedagogues.

Politicians of education of Lithuania emphasise the necessity to raise the prestige of the pedagogue's work; therefore, pedagogues' competence and qualification become particularly significant. This requires constant improvement and renewal; thus, learning of specialists of pre-school education becomes an integral part of their professional activity. Pedagogues' learning combines three ways: formal, non-formal and informal learning. Having carried out the analysis of scientific, methodical literature, it was noticed that currently pre-school education specialists are improving their professional competence combining all three ways of learning but there is no official or legitimated national or institutional model acknowledging knowledge acquired in the informal way. This creates a possibility for designing a new model for improving competencies of pre-school education pedagogues.

Rapid economic, political changes and social events inevitably influence the change of priorities and traditional values. Pedagogues themselves are partly responsible for their negative image in the media. The professional image of pre-school education pedagogues is the subject of the research. The aim of the research is to reveal the attitude of the prospective pre-school pedagogues towards formation of the professional image. The scope and basis of the research: 145 (including 46 males and 99 female) respondents, the age varied from 18 to 70 years. To achieve of the aim, the quantitative and qualitative research was applied. The results of the empirical research show that pre-school education pedagogues themselves are partly responsible for their professional image. A positive image of pedagogues is: determined by the responsibility for job, pedagogical calmness, the love to a child, education competences, personal and professional qualities. A negative position of the professional image of pre-school education pedagogue's job was related to emotional coldness, children harassment, parents and children neglect and bad work.

Lietuvos visuomenė gyvena permainų laikotarpiu, kuriame asmeninės vertybės yra veikiamos mus supančios aplinkos. Pastebėtas visuomenės narių elgesio kultūros prastėjimas ir vis dažniau tai būdinga vaikų ir jaunimo elgsenai. Vaikai praranda savarankiškumo, pagarbos asmeniui, tautai jausmus, vis dažniau matomas šiurkštus bendravimas, nepakantumas aplinkai, o tai tik įrodo, kad mūsų jaunoji karta pasižymi žema elgesio kultūra. Kuo anksčiau supažindinsime vaikus su pagrindinėmis elgesio kultūros vertybėmis ir sieksime jas ugdyti, tikėtina, jog pasieksime geresnių rezultatų tinkamo elgesio modeliavimui gyvenimui visuomenėje. Dėl šios priežasties ne tik šeima, bet ir ikimokyklinio ugdymo įstaiga tampa atsakinga už vaikų elgesio kultūros ugdymą, švietimą ir skatinimą elgtis mandagiai, pagarbiai, sąžiningai, draugiškai ir t. t.Straipsnio tikslas – atskleisti, koks yra ikimokyklinių ugdymo įstaigų pedagogių požiūris į vaikų elgesio kultūros ugdymą(si) ikimokykliniame amžiuje.Atliktas tyrimas vienoje iš Radviliškio ikimokyklinio ugdymo įstaigų siekiant išsiaiškinti, kiek svarbus yra elgesio kultūros ugdymas(is) ikimokyklinėje ugdymo įstaigoje ir koks yra pedagogių požiūris šiuo aspektu. Tikslui įgyvendinti pasirinkta kokybinio tyrimo strategija. Atlikta ikimokyklinių ugdymo(si) įstaigų pedagogių anketinė apklausa raštu, duomenys apdoroti turinio analizės metodu.Tyrimo rezultatai atskleidė, kad elgesio kultūros sąvokos samprata plati, nes ją sudaro ne tik veiklos, bendravimo, higienos kultūra, bet ir ekologinis bei tautinis ugdymas(is). Anot pedagogių, didžiausia atsakomybė už vaikų elgesio kultūros ugdymą atitenka ugdytinių šeimoms. Ugdymo įstaigos įvardijamos kaip papildomi institutai, prisidedantys prie vaikų elgesio kultūros ugdymo(si).

Nesvarbu, kokio amžiaus vaikas bebūtų, ugdant tinkamą elgesio kultūrą, svarbiausi yra suaugusieji, kurie savo elgesiu ir požiūriu į juos daro didžiausią įtaką. Ne tik šeima, bet ir ikimokyklinio ugdymo įstaiga tampa atsakinga už vaikų elgesio kultūros ugdymą, švietimą bei skatinimą elgtis mandagiai, pagarbiai, sąžiningai, draugiškai ir t. t. Kultūringo elgesio įgūdžių ir įpročių formavimas, įvairiapusis elgesio kultūros ugdymo būdų taikymas, laisvas kūrybinis darbas sudaro sąlygas ugdytiniams save pažinti, kurti, išreikšti. Darbo procese jie ugdo(si) bendravimo ir bendradarbiavimo įgūdžius, atsakomybę už savo ir grupės darbo rezultatus. Šiame kontekste formuluotas probleminis tyrimo klausimas – kokiais būdais ugdoma vaikų elgesio kultūra ikimokyklinėje ugdymo įstaigoje?Tyrimas buvo atliekamas "X" miesto ikimokyklinėje ugdymo įstaigoje. Vykdant pedagogų apklausą raštu atskleistos trylikos pedagogų patirtys apie jų taikomus būdus vaikų elgesio kultūrai ugdyti. Kokybinio tyrimo duomenys apdoroti turinio analizės būdu.Atliktas pedagogų patirties tyrimas atskleidė, kad ikimokyklinio ugdymo įstaigoje dirbantys pedagogai elgesio kultūros ugdymą laiko prioritetine sritimi. Veikloje vyrauja tradiciniai, vaiko poreikius atitinkantys elgesio kultūros ugdymo metodai, t. y. žaidimai, pokalbiai, pavyzdžio metodas, rečiau minimos netradicinės ugdymo formos. Kaip labiausiai pasiteisinusius vaikų elgesio kultūros ugdymui(si) būdus, metodus pedagogės vardijo tokius, kaip drausminimas, skatinimas, taisyklių laikymasis, ekskursijų ir išvykų organizavimas, grožinės literatūros skaitymas ir analizė.

Šeimos ir karjeros derinimas – kiekvienam žmogui aktuali problema, tačiau dažniausiai su tuo susiduria moterys, auginančios vaikus. Visuomenėje tebevyrauja stereotipas, kad moteris turi aukotis dėl šeimos. Išanalizavus mokslinę ir metodinę literatūrą išsiaiškinta, kad moterims, auginančioms vaikus, karjeros derinimą sunkina šie veiksniai: 1) profesinio ir asmeninio gyvenimo derinimo konfliktas; 2) karjeros pertrūkiai; 3) nelankstus vaikų priežiūros organizavimo pobūdis; 4) lyčių vaidmenys (lyties diskriminacija); 5) darbdavių požiūris į reprodukcinio amžiaus moteris.Tyrimo tikslas – ištirti, kokių sunkumų kyla moterims, auginančioms vaikus ir derinančioms šeimą ir karjerą. Tyrimo duomenys buvo rinkti taikant pusiau struktūruoto interviu metodą. Interpretuojant duomenis naudotasi turinio analizės metodu. Taikyta tikslinė informantų atranka (tyrimo dalyvės – penkios moterys, auginančios vaikus ir derinančios šeimą ir karjerą). Empirinio tyrimo rezultatai liudija, kad didžiausias sunkumas moterims yra profesinio ir asmeninio gyvenimo derinimo konfliktas. Sunkumus lemiančios priežastys dažniausiai yra šios: laiko stoka, darbdavių nesupratingumas ir namų rutina, sąlygojanti socialinių ir profesinių įgūdžių stoką. Dermės sėkmę lemia vaidmenų kaita ir tolygus darbo ir pareigų pasidalijimas šeimoje. Moterys akcentuoja, kad valstybės politika nėra orientuota į pagalbą moterims, norinčioms derinti šeimą ir karjerą.

Family life-career balance is an important issue for everyone, but mostly for women raising children. The stereotype that woman should give up work for the sake of her family predominates in society. Analysis of scientific and methodological literature showed that the following factors make it difficult to balance family life with a career: 1) conflicts between professional and personal life; 2) career interruption; 3) inflexible childcare services; 4) gender roles (gender discrimination); 5) employer attitude towards women of childbearing age.Aim of the research: to investigate what difficulties women raising children face while balancing family life with a career. Data were collected via a semi-structured interview. Content analysis was done, the obtained data were interpreted. Purposive sampling was used (5 women who raise children and are balancing family life with a career). The results of empirical research showed that the main problem is conflicts between professional and personal life. Such conflicts arise because of a lack of time, a lack of employer understanding, household routine. Women withdraw from the labour market and lose social and professional skills. Equally shared parenting and housework is a good way to successfully manage personal and professional life. The respondents emphasized that the issue should be addressed by state policy. ; Šeimos ir karjeros derinimas – kiekvienam žmogui aktuali problema, tačiau dažniausiai su tuo susiduria moterys, auginančios vaikus. Visuomenėje tebevyrauja stereotipas, kad moteris turi aukotis dėl šeimos. Išanalizavus mokslinę ir metodinę literatūrą išsiaiškinta, kad moterims, auginančioms vaikus, karjeros derinimą sunkina šie veiksniai: 1) profesinio ir asmeninio gyvenimo derinimo konfliktas; 2) karjeros pertrūkiai; 3) nelankstus vaikų priežiūros organizavimo pobūdis; 4) lyčių vaidmenys (lyties diskriminacija); 5) darbdavių požiūris į reprodukcinio amžiaus moteris.Tyrimo tikslas – ištirti, kokių sunkumų kyla moterims, auginančioms vaikus ir derinančioms šeimą ir karjerą. Tyrimo duomenys buvo rinkti taikant pusiau struktūruoto interviu metodą. Interpretuojant duomenis naudotasi turinio analizės metodu. Taikyta tikslinė informantų atranka (tyrimo dalyvės – penkios moterys, auginančios vaikus ir derinančios šeimą ir karjerą). Empirinio tyrimo rezultatai liudija, kad didžiausias sunkumas moterims yra profesinio ir asmeninio gyvenimo derinimo konfliktas. Sunkumus lemiančios priežastys dažniausiai yra šios: laiko stoka, darbdavių nesupratingumas ir namų rutina, sąlygojanti socialinių ir profesinių įgūdžių stoką. Dermės sėkmę lemia vaidmenų kaita ir tolygus darbo ir pareigų pasidalijimas šeimoje. Moterys akcentuoja, kad valstybės politika nėra orientuota į pagalbą moterims, norinčioms derinti šeimą ir karjerą.

Rapid economic and political changes and social events inevitably influenced the change in priorities and traditional values. Professional image of a pre-school teacher has changed as well. On the one hand, a pedagogue's image is formed by society and therefore the pedagogues themselves are partly responsible for their image. On the other hand, education in general receives very little attention. And if it receives, this is not necessarily a positive attention. Pre-school pedagogues' attitudes towards their profession determine their professional image in society. The subject of research is professional image of pre-school education pedagogues. The aim of the research is to reveal the attitude of preschool education pedagogues towards their professional image. The methods of the research are content analysis of scholarly and methodological literature, questionnaire survey, qualitative and quantitative analysis of research data, descriptive method. The scope and basis of the research: 138 pre-school education pedagogues from Šiauliai, Mažeikiai, Joniškis, Jurbarkas and Panevėžys towns participated. For realization of the aim quantitative and qualitative research paradigms were applied. The results of the empirical research have revealed that pre-school education pedagogues themselves are responsible for their professional image. The positive image of pedagogues is significantly determined by a pedagogue's dedication to job, responsibility, love for children, competences gained, and personal qualities. The negative image stems from low pay for a hard work.

Rapid economic and political changes and social events inevitably influenced the change in priorities and traditional values. Professional image of a pre-school teacher has changed as well. On the one hand, a pedagogue's image is formed by society and therefore the pedagogues themselves are partly responsible for their image. On the other hand, education in general receives very little attention. And if it receives, this is not necessarily a positive attention. Pre-school pedagogues' attitudes towards their profession determine their professional image in society. The subject of research is professional image of pre-school education pedagogues. The aim of the research is to reveal the attitude of preschool education pedagogues towards their professional image. The methods of the research are content analysis of scholarly and methodological literature, questionnaire survey, qualitative and quantitative analysis of research data, descriptive method. The scope and basis of the research: 138 pre-school education pedagogues from Šiauliai, Mažeikiai, Joniškis, Jurbarkas and Panevėžys towns participated. For realization of the aim quantitative and qualitative research paradigms were applied. The results of the empirical research have revealed that pre-school education pedagogues themselves are responsible for their professional image. The positive image of pedagogues is significantly determined by a pedagogue's dedication to job, responsibility, love for children, competences gained, and personal qualities. The negative image stems from low pay for a hard work.

Quality of education is attributed to the field of management of general education school as a priority. The article deals with manifestation peculiarities of implementing educational quality in general education schools in strategic activity plans as a priority of educational policy. According to identified features changes in significance of educational quality and in its management in general education schools are highlighted, trends of increasing effectiveness of educational quality are described, and systematic approach for improving quality of education is emphasized.

Quality of education is attributed to the field of management of general education school as a priority. The article deals with manifestation peculiarities of implementing educational quality in general education schools in strategic activity plans as a priority of educational policy. According to identified features changes in significance of educational quality and in its management in general education schools are highlighted, trends of increasing effectiveness of educational quality are described, and systematic approach for improving quality of education is emphasized.

The changes in the labour market have stimulated political, scientific and practical discussions about lifelong learning and the demands of a learning society. In such a world knowledge and skills become a product of the highest quality. Individual's ability to rapidly and effectively employ knowledge important for professional activity in a constantly changing environment is becoming a value. In the article applying the principles of the theories of a learning organization and experiential learning an educational institution is perceived and investigated as an organization implementing the strategy of teachers' experiential learning in an organization, where child's high-quality (self-)education becomes an aspiration. Experiential learning in an organization that takes place in the process of teacher's everyday activity is important both for an employee and for an educational institution if it is purposeful, meaningful and useful for both parties. Teachers while learning want to acquire knowledge, test its importance in improving the quality of professional activity and learning, strive to understand the prospect of change and improvement. In the process of experiential learning teachers gain knowledge of three types: professional, methodical and personal. In the field of professional knowledge the most important knowledge is such knowledge that is focused on the improvement of pedagogical activity (psychological, methodical, ecological, ICT, legal literacy, organizational) and on the improvement of the skills of communication and collaboration with learners' parents and colleagues and of involving parents into the educational process). The results of the research reveal that preschool education teachers while learning through experience consider the knowledge focused on a child and the improvement of the contents of education as important because in the process of preschool education a child is the main object, therefore, teachers record knowledge that helps them constantly improve the process of education and strive for the quality of everyday activity. In the teachers' opinion, the least useful is personal knowledge that helps to change personal attitude towards the implementation of innovations in an institution, prioritization in the workplace, ability to appreciate criticism from colleagues, to perceive that before planning to apply new ideas it would be useful to test them himself/herself. The knowledge that reflects the implementation of a child-focused paradigm is especially important for teachers. ; Straipsnyje analizuojama ikimokyklinio ugdymo pedagogų patirtinio mokymosi organizacijoje žinių reikšmingumo problema, pagrindžiama mokymosi organizacijoje esmė, įsitraukimo svarba. Konceptualizuojant šiuos konstruktus parenkamos tyrimo priemonės, o atlikto tyrimo duomenys leido išskirti įsitraukimo į patirtinį mokymąsi organizacijoje ypatybes, nustatyti žinių tipus ir apibūdinti jų reikšmingumą. Tyrimo išvados yra reikšmingos įgalinant pedagogų patirtinio mokymosi procesus organizacijoje.