779 article(s) in Acta Paedagogica Vilnensia

Gifted Girls’ Learning Experience In General Education

the munich dynamic ability-achievement model during the school period emphasizes the increasing impact of the school environment on the transformation of the ability (potential) of exceptional achievement, making it an integral part of the development of giftedness. however, the literature indicates that the identification and education of gifted children in lithuania and abroad is often left to the personal discretion and initiative of teachers, parents or gifted students. in general education schools, gaps in teachers’ theoretical and practical training in gifted children education, as well as abilities to determine their academic and emotional needs, can be identified. gifted are often seen as “awkward” students, and during adolescence they are faced with the need to choose between mimicking “normal teenage life” and being a “geek”. gifted teens girls additionally feel pressured to conform to the “normal image of a girl” rather than displaying exceptional abilities and vigorously competing for achievement as “normal for the male image”. teachers often think that boys can accomplish more than girls, so they need more reinforcement and encouragement. these factors pose a greater risk for gifted adolescent girls to be unrecognized, not properly promoted, and have not realized giftedness.a qualitative research strategy was used to reveal the authentic learning experience of gifted girls (teens) in general education schools. six gifted girls from 13 years 10 months to 14 years 7 months, from three vilnius schools, participated in the survey. the learning experience of gifted girls was revealed by three themes. they have shown that teachers’ attitudes that all students have equal learning needs, their obligation to help low achievers, and disbelief that gifted students need special education assistance had made gifted girls bored and waste time in the classroom. it was also revealed that the most commonly used methods of teacher training reflect a passive form of teaching that does not facilitate the process of acquiring knowledge. finally, teacher indifference, high expectations, comparing students to gifted girls cause uncomfortable feelings, while teacher rigidity and insensitivity provoke conflict situations and reduce learning motivation. all of this, combined with inconsistent behaviour by applying different norms for themselves and students, widens the gap between “good” and “bad” students Show More ... ... Show Less

  • Gifted Girls
  • General Education
  • Learning Experience
  • Gifted Students
  • Gifted Children
The Vilnius Cultural Borderland As A Location And A Space Of Experience For A Young Generation Of Polish Youth: Socio-Cultural (Self-)Identification

locations and spaces possess socio-cultural connotations, which is why they play a significant role in the processes of experiencing and cultural (self-)identification. that is because in the conditions specific for them and in relation to the symbolic attributes, an individual conceptualizes their own rationality, and on its basis their interpretative perspective, thanks to which, through participation in meaningful locations, they (self-)identify culturally. roots, connection, and identification within a meaningful location constitute, therefore, significant creators of individual identification and the creation of a community. the meaningful location, in the above context, is the vilnius region, identified by its inhabitants – young poles – as a meaningful location: a little homeland. taking into account its specific attributes, one might consider the faces of the vilnius region: the physical, the mental, and the interactive-communicative ones. there are cultural differences in each of them, which assign the location a certain multicultural and intercultural specificity. as a result, the participation of young poles in the location results in a multidimensional experiencing (cognitive, emotional, and action-related) of affirmative character, decisive in the formation of their cultural (self-)identification. on the basis of conducted empirical research, three fundamental scopes of the (self-)identification can be defined: the national, the socio-cultural, and the intercultural ones. young poles have a significant potential in the area of the formation of a multi-range and multidimensional identity of a borderland, as well as the construction of a community at the point of contact of cultures, citizenships, and multiculturality perceived as a factor in the development of the culture of peace. all of these factors constitute an important reference for education Show More ... ... Show Less

  • Cultural Self
  • Cultural Differences
  • Empirical Research
  • Significant Role
  • Individual Identification
The Synergy Between A Dynamic Educational Environment Of A Pre-School Educational Institution And The Physical Activity Of Children

 movement is crucial at a pre-school age: it enables a child to gain experience, develop normally, grow up healthy, shape their own movement and health habits that in most cases continue throughout their lives. in recent years the tendencies of deterioration in health in pre-school children have been observed, and they are associated with insufficient physical activity (hereinafter pa). the synergy between an educational environment of a pre-school educational institution and pa of children sets up conditions for a co-effect of both factors on a child’s personality, maturity and health which is greater and more prominent than the effect of these factors acting separately. the aim of the research is to highlight aspects of the synergy between a dynamic educational environment of a pre-school educational institution and the pa of children and to disclose the main features of  the dynamic educational environment. the article based on the analysis of scientific literature and documents defines the concept of a dynamic educational environment, which is treated as a space where synergistic interaction between architectural and educational dimensions promotes the activities of children and their pa enhancing the health of children and having a consistent effect on a personal maturity. the architectural dimension consists of the following elements: the function and the concept of an object (interior, exterior, landscape), architectural artistic–material expression, planned and spatial solutions, visual and functional relations, contextuality, construction solutions, etc. the educational dimension consists of the following elements: the objective of education, its content, educational methods, forms, means, relationship between a teacher and a learner, psychological atmosphere, etc. the educational process can be easily constructed in a dynamic educational environment to achieve the integrity of activities in different areas of educational achievements: protection and enhancement of health, social, cognitive, communication, artistic, etc.the analysis of examples of foreign architecture of pre-school institutions and scientific insights highlighted the features of a dynamic education environment: specific to a child’s age, flexible, dynamic, open, mobile and functional, sustainable and material, containing obstacles and secure, cosy and playful. the architectural concept and its elements of a dynamic educational environment should promote the natural movement of children even when no educational pa means are applied Show More ... ... Show Less

  • Educational Environment
  • Educational Institution
  • Physical Activity
  • Educational Methods
  • Functional Relations
Regional Cultural Understanding In Teacher Education In Latvia, Lithuania, Norway: Comparative Case Analysis

the unique cultural space of each country is comprised of the cultural diversity of its regions with the cultural heritage hidden in the outskirts and border areas of the country. the regional traditions make up an important source of value and knowledge for ensuring cultural sustainability. in teacher education this problem can be treated either in a transmissive or transformative way. it can be seen as performing particular rituals and respecting norms, or cultural values that are personally experienced and highly evaluated, as one’s internally motivated involvement in exploration, cultivation, cooperation and creativity in own community without losing the national and global context.the aim of the study is to investigate the tendencies in teacher education for promoting primary school students’ regional cultural understanding in teaching practice.to pursue the set aim, the concept of regional cultural understanding (rcu) was analysed, the ways of introducing regional cultural understanding in teacher education curriculum including the factors facilitating or hindering the development of regional cultural understanding in teacher education were identified.the comparative case analysis of good practice examples in three countries was carried out to show regularities, differences and similarities of possible pedagogical approaches.methods: content analysis of educational documents and semi-structured interviews with teacher educators.sample: teacher education institutions in three countries: latvia, lithuania and norway.results: structured suggestions for content of the studies and pedagogical approaches for development of preservice teachers’ readiness to realize regional cultural understanding in their teaching practice Show More ... ... Show Less

  • Teacher Education
  • Cultural Understanding
  • Case Analysis
  • Border Areas
  • Pedagogical Approaches
The Implementation Of The Concept Of The Good School Or Vice Versa

the good school concept was approved back in 2015, yet its implementation is rather problematic. it is not easy to tell exactly why that is the case, but some insights could be found by systematically observing the concept’s manner of proceeding (lat. modus procedendi) and manner of living (lat. modus vivendi). the insight method is a new and risky chance to take a look at the implementation of the good school concept. moreover, it is also an undoubtedly theoretically and practically significant opportunity for insight into the implementation of the theoretical model, which opens new opportunities for improvements related to said model’s realisation.the analysis of the implementation of the good school concept within the context of the levels of educational reality has shown that the documents being passed at the societal level of this reality are getting mired at the systemic level, because the documents being prepared by the ministry of education, science and sport and its subordinate institutions lack harmony with the space of content of the good school concept.a rift between modus procedendi and modus vivendi manifests – the manner of living cannot form due to the conceptual chaos within the documentation. this is also affected by the particular understanding employed by some people acting within the education system when it comes to good school and learning outcomes. thus, discussions are needed to address the understanding of the good school concept.by analysing the implementation of the good school concept within the context of the levels of educational reality and from the perspective of modus procedendi and modus vivendi, it can be concluded that:• from a legal standpoint, the modus operandi is purposeful at the societal level of the educational reality, and a significant rift is being observed at the systemic level, because the projects and legally significant documents being prepared by the ministry of education science and sport and its subordinate institutions often are dissonant with the good school concept. this, invariably, has an impact not only on the preparation of the documents, but also the monitoring of the implementation of the good school concept. thus, people working within the education system have to not only comprehend the good school concept, but also be able to follow it while preparing any documentation;• the good school concept is known at the institutional, interpersonal, and intrapersonal levels of educational reality, aspects of it being in action are being noted, as demonstrated by responses from students, teachers, parents, and school leaders. however, this has essentially no connection to the school’s community – modus vivendi has not yet become a part of ‘self’ for the school or the people that operate within it. thus, purposeful action is needed in the direction of the implementation of the good school concept, particularly, emphasizing key aspects of the good school mission: basing school activity on humanistic values, the significance of successful learning by the pupil, the aspects of their improvement and discoveries, and the significance of community agreements with regards to the school’s activities Show More ... ... Show Less

  • Good School
  • School Concept
  • Modus Vivendi
  • Education System
  • Systemic Level
Dietrich Von Hildebrand’S Criticism Of Amoral Sex Education

this article analyzes dietrich von hildebrand’s criticism of amoral sex education, which he regards as misleading and anti-educational in many crucial respects. its content is misleading, because it separates human sexuality from its inherent connection with married love and thereby fails to do justice to the personal and intimate nature of sexuality. its reductive and neutralizing approach not only fails to develop young people’s capacity for the transcendence implicit in moral agency, it also fails to provide the preconditions for the development of their autheantic subjectivity. instead of fostering objectivity, critical thinking and autonomy, amoral sex education promotes a normatively closed educational environment that fails to unfold young people’s potential for value-response and to contribute to the fulfilling of their human potential in general Show More ... ... Show Less

  • Sex Education
  • Critical Thinking
  • Moral Agency
  • Educational Environment
  • Human Potential
The Role Of Self-Efficacy For Satisfaction With Career Counselling And Goal Attainment Among Career Counsellors Working At Schools

career counsellors working at schools are expected to promote students’ social, emotional, academic, and career development (lindwall & coleman, 2008). despite the importance of career counselling at school (anctil, smith, schenck, & dahir, 2012; osborn & baggerly, 2004), school counsellors face barriers to implementing career counselling, including limited time because of competing demands, negative perceptions about career counselling from parents, teachers, and administration, and low school counsellor self-efficacy (sanders, welfare, & culver, 2017). considering the importance of career counselling and challenging working conditions, studies usually focus on individual antecedents of effective career counselling (sawyer et al., 2013). existing research reveals that self-efficacious consultants provide higher-quality career consulting services to various groups of employees (bodenhorn & skaggs, 2005; larson & daniels, 1998), are more satisfied with their job and experience less stress (lent & hackett, 1987). according to larson and daniels (1998), self-efficacy is the essential factor of successful career counselling. however, existing studies do not disclose the mechanism of why career consultants with higher self-efficacy perform consulting activities better. therefore, this study is aimed to analyse the role of self-efficacy in the relationship between job resources (opportunity to develop and feedback), satisfaction with career counselling and goal attainment among career counsellors working at schools. the study was part of the project “strategies to utilise and cultivate positive characteristics & employability skills in schools” (success, 2017-12-lt01-ka201-035247). in total, 246 school career counsellors from lithuania, italy, ireland, and greece were surveyed online. most of the participants (88.6 percent) were female, and their age varied between 25 and 60 years. in all countries, the professional experience of career counselling varied between 1 and more than 10 years.the results of the study revealed the importance of self-efficacy for satisfaction with career counselling and goal attainment. self-efficacy moderated the relationship between the opportunity for development and feedback and satisfaction with career counselling, i. e. the opportunity for development and feedback and satisfaction predicted satisfaction with career counselling only when self-efficacy was high. furthermore, the opportunity for development and feedback were indirectly related to goal attainment through satisfaction with career counselling only when self-efficacy was high. in other words, job resources are more important and better used by those career counsellors who rely on their abilities, can remain calm when facing difficulties in their job and find solutions when confronted with a problem. the limitations of the study together with practical implications are discussed Show More ... ... Show Less

  • Career Counselling
  • Self Efficacy
  • Goal Attainment
  • Job Resources
Implementing Inclusive Education In Lithuania: What Are The Main Challenges According To Teachers’ Experiences

the purpose of this article was to analyse the challenges primary and subject teachers had experienced concerning the implementation of inclusive education in lithuanian primary schools, progymnasiums and gymnasiums. in this study, 86 lithuanian teachers reflected on their experiences of teaching in heterogeneous classes. the data were collected from 13 group interviews. the article highlights the challenges encountered by the primary and subject teachers in implementing inclusive teaching. the findings were arranged under four themes. concerning teachers’ pedagogical competence, the teachers highlighted difficulties in differentiating their teaching and including the students with special educational needs in the classes’ social peer networks. teachers also pointed out the need for multiprofessional collaboration and dialogue with parents. the themes were then interpreted in the theoretical frames of teachers’ professional competences. at a practical level, the study’s findings may help teacher educators understand the teacher competences needed to implement inclusive education and support them to develop existing teaching programs to target the successful implementation of inclusive education. at a conceptual level, this study presents evidence for preparing teachers to work in the conditions of striving towards inclusive education Show More ... ... Show Less

  • Inclusive Education
  • Primary Schools
  • Successful Implementation
  • Students With Special Educational Needs
  • Practical Level
Multimodal Strategies In Teaching Ethics With Films

our contribution investigates the question of how it is possible to apply multimodal methods of education in teaching ethics with fiction films. from a more sceptical viewpoint, one could argue that this is not possible for several reasons. the article suggests some arguments for the justification of positive answer, describes the resent researches of the problem and presents some results of multimodal teaching experiment of teaching ethics with fiction films. the theoretical basis for these approaches are the pragmatic pedagogy of william james and john dewey, and close to them – the model of teaching with films developed by william b. russell, also the deleuzian theory of cinema Show More ... ... Show Less

  • Teaching Ethics
  • Theoretical Basis
  • William James
  • Teaching Experiment
  • Positive Answer
STEM Education: From Sputnik To Girl Scouts

the inconsistency of defining stem (science, technology, engineering, and math) education is being addressed in this article. seeing stem education as having implications ranging from migration to workforce policies, it is vital to clarify its (inter)disciplinary structure and curriculum orientation. using a literature review and analysis of documents, stem education is being tracked from a post-sputnik era to more recent informal and private endeavors, revealing a multiplication of the stem acronym and the diversification of its curriculum orientation. the findings confirm that there is no consensus on the exact scientific fields assigned to stem, and the list of disciplines involved ranges from broad (including social sciences, humanities or arts) to narrow (dominated by natural and formal sciences). the article implies that historical context and reforms in natural science education partly explain this inconsistency, as the subjects and their interdisciplinary relations are closely linked to overall curriculum orientation, which could be seen as cyclical in nature, swinging from child centered to labor market or subject centered curriculum, inviting to discuss modern science education not as singular stem, but as plural stems viable to multiple pedagogical approaches, integration patterns and aims Show More ... ... Show Less

  • Stem Education
  • Curriculum Orientation
  • Science Education
  • Pedagogical Approaches
  • Scientific Fields
About STEM From The Perspective Of STS

the movement of stem has become the synonym for the renewal of science education. nevertheless, the movement of stem is not unambiguous. the article discusses two contradicting interpretations of stem. the first one descends from the weltanschauung of modernity, the second one – from the critics of modernity. according to the former, stem education deals with the purification and integration of the disciplines of science education and answers the needs of the high-tech labour market. the latter one emphasizes the syncretic and anthropological character of the ecological mind and the changing patterns of consumption and production in favour of sustainable development. this version of stem is closely related to the development of sts, which paves the way from purification and integration to the translation and human and non-human networking (ant). the article searches for the answer to the question of how to deal with the confronting stem versions in the process of the renewal of science education Show More ... ... Show Less

  • Science Education
  • Sustainable Development
  • Labour Market
  • Stem Education
  • High Tech
Shared Leadership Of Teachers Through Their Interpersonal Communication Competence

this paper examines how the interpersonal communication competences of teachers can predict their shared leadership. the empirical research for this paper was undertaken with teachers working at lower and upper secondary schools in lithuania. the conducted regression analysis revealed that interpersonal communication skills have a significant predictive power for the shared leadership behavior of teachers. specifically, the study uncovered that the dimensions of interpersonal communication competence, such as clarity, credibility, and familiarity, have an important positive relationship with shared leadership. the results emphasize a need to focus on the development of teachers’ interpersonal communication, stimulating shared leadership in teacher communities. the theoretical and practical implications of teacher leadership and their communication are discussed in this paper Show More ... ... Show Less

  • Interpersonal Communication
  • Shared Leadership
  • Communication Competence
  • Upper Secondary Schools
  • Practical Implications
The Teaching Of Pattern Comprehension In The 2Nd Grade Of Primary School Using Origami Applique

in this study, we investigated the expression of the pattern concept in primary education. for this purpose, we chose the concept of rhythm as a means of repeating found in different contexts. in music and arts, rhythm is first a way to make compositions. in the case of learning math, rhythm can aid in comprehending various structures. we used action research in this article – our study contained some trials of learning to understand composition and structures by completing some origami applique tasks; pupils from the 2nd grade were our study participants. the study was held during the following 3 stages: the investigation of simple repeating, the exploration of rhythmical directional changes, and the examination of rhythmical size changes. fourteen participants took part in the study. the pupils were asked to make some compositions of origami applique based on certain rules set for them. the participants had to also use their experience acquired in the aforementioned tasks for further tasks, which required them to create their own patterns. they had to realize the basic underlying structures for completing such tasks.the data were gathered by collecting paper crafts made by students and by audiotaping the discussions with these children. after employing content analysis, for the sake of visual illustrations of the results, the main features of various task performance were depicted using some typical real examples from the paper crafts of the students.the results showed that 2nd graders were able to replicate a simple rhythm without making mistakes. when creating line-type ornaments, they concentrated on one possible feature to make the rhythm, often mostly ignoring such possibilities as repetitions in number, direction, and size. after gaining some new knowledge during the process of origami applique activities designed to teach the possibilities in changing direction and size, the pupils were eager to apply various structures elsewhere. the children were fast to realize the importance of tidy composition, to solve the arising difficulties, and to generalize the experience in some other contexts Show More ... ... Show Less

  • Content Analysis
  • Action Research
  • Primary School
  • New Knowledge
  • Line Type
Links Between The Aesthetic Education Environment Of Schools And Pupils’ Artistic Self-Expression

 for a child, the school is like a separate “state” in which they are fully educated and influenced by a variety of environments, including aesthetic education. the significance of the environment in which the learner lives, matures, and creates has been found to be enormous. in lithuania, there is a well-established “package” of environmental requirements for general education schools – educating, safe, functional, ergonomic, aesthetic. this article analyzes the relationship between the aesthetic education environment of the school and pupils’ artistic expression. is it possible to develop the artistic self-expression of pupils in schools when creating an environment for aesthetic education? and is this a problematic question? the purpose of this article is to reveal the link between the aesthetic education environment of schools and pupils’ artistic expression.the following methods were used in the article: (1) an analysis of educational documents and scientific literature and (2) a review and comparative analysis of the realized projects. the educational document analysis method was used to review and analyze lithuanian educational documents on school education environments. the analysis of educational documents on the educational environment of schools has led to the conclusion that a great deal of attention is paid to the ergonomic, functional, and aesthetic planning of educational spaces. the aim here is to create high standards for school education. the creativity of students, as well as the contribution of artistic self-expression, are identified as important aspects in creating an aesthetic education environment. the link between the creation and development of such an environment, and the involvement of the educational process participants in the creation of such spaces are emphasized. the creation of an aesthetic education environment in schools is more associated with visual and applied art.in applying the method of scientific literature analysis, this study includes a review of research conducted by lithuanian and foreign authors about various school education environments, the influence of school education(s) on pupils’ learning, the aesthetic relationship of pupils with school education and the aesthetic education of schools; links between environmental and artistic activity are established. this article discusses the peculiarities and possibilities of modernizing the educational spaces of lithuanian schools.after the analysis of scientific literature on the educational environment, it was concluded that the topics of the school educational environments were relevant to lithuanian and foreign scientists. the environmental impact of school education was proven on the basis of a multi-faceted study; the concept of an aesthetic education environment has been revealed, its significance for personality development emphasized. the conclusion is that the aesthetic educational environment of a school can influence the formation of the students’ aesthetic attitudes. the active artistic expression of pupils can be provided by educators with certain conditions for their activities, or pupils can develop joint initiatives contributing to the creation of an aesthetic education environment. after discussing the modernization of the educational spaces of lithuanian schools, an important link was identified between the creation of educational spaces and pupils’ artistic expression.the analysis of educational documents and scientific literature scientifically substantiated the link between the aesthetic environment of a school and pupils’ artistic expression. examples of certain “dream school” projects in lithuania and abroad were analyzed using the sample review method. this article contains an overview of the lithuanian primary school of the veršvų gymnasium in kaunas (2018) and the balsių progymnasium in vilnius (2011). chosen for the review of foreign schools were the “wish school” in sao paulo, brazil (2016), we grow and blue school preschool and elementary schools in new york, usa (2018), lake wilderness primary school, washington, usa (2017), heart in ikast international school and multifunctional center in ikaste, denmark (2018), vittra brotorp, vittra telefonplan, vittra södermalm school in brotorp, stockholm, sodermalm, sweden (2011–2012).an overview of architectural examples (analogues) implemented by lithuania has revealed that lithuanian architects can perfectly design schools that are modern, technologically equipped, ergonomic, etc. in the reviewed examples (analogies), the learning environment is safe and modern; they promote communality, creativity. the corridor system and the “four-walled” classrooms were retained in the design of lithuanian schools. pupils are encouraged to create and to participate in the creation of an aesthetic education environment through visual and applied art. artistic self-expression is promoted by dancing, musical activities, and the like. communality and a variety of after-school activities are promoted.an overview of architectural examples (analogues) implemented by foreign countries has revealed the latest architectural trends in global school design practice. it is noted that the design of new school buildings has been important for cities, societies, and education for decades. in many cases, the design process of the schools discussed was developed in conjunction with the needs of the community and adapted to the local architectural context. in the examples of foreign countries discussed, the functional zoning of premises was combined with modern design, educational principles, and the latest technologies. school interiors have been designed with a new concept of education and learning in mind. when designing the school spaces, it was emphasized that students are active subjects and space changers. in some of the examples of the discussed schools, the idea of a “class without borders” has been implemented. non-formal seating, colorful furniture, and bright-colored walls are accentuated. classrooms are modern and flexible and easily adaptable in accordance with the educational needs of the pupils. a diversity of activities, communication, and an atmosphere of creativity are promoted. common spaces are easily adaptable and inspiring. pupils’ artistic self-expression, curiosity, and the aim to “awaken” creativity are encouraged. functional zoning allows students to work successfully together and independently. attention is paid to communality and a diverse spectrum of activities.an overview of implemented lithuanian and foreign architectural examples (analogues) has revealed the connection between the aesthetic environment of a school and the artistic expression of the pupils: 1) students are encouraged to create and participate in the creation of an aesthetic education environment through visual and applied art; 2) music, dance, and self-expression are promoted in school spaces; 3) the community is involved in the school design process.by comparing lithuanian and foreign (analogous) examples, it may be stated that lithuanian schools are well-planned and meet high standards. the interior spaces could be more colorful and playful. in the cases of foreign (analogous) countries, internal spaces are more characterized by informal seating places, vibrant and colorful furniture and walls. the corridor system is more boldly eschewed, and the concept of “classes without walls” is implemented Show More ... ... Show Less

Counselling At School: A Comparison Of The Work Characteristics Of School Counselling Professionals In Four Different Countries

the technological revolution, the ever-changing economic and political conditions, and the resulting changes in life and work environments impede career planning for young people and pose challenges for career counselors in career orientation. nowadays, career counselors have to not only assist students in planning and implementing individual, social, academic, and career goals, but they must also help the school community to ensure the effective functioning of schools in general. there is a lack of studies focusing on various aspects of career counselors’ professional activities, with the existing studies providing inconsistent or even contradictory results. another problem lies in the huge gap between the theoretical, methodological, and methodical career counseling models and real counseling experience. therefore, this study was conducted with the aim of analyzing and comparing the characteristics of career counselors’ professional activities in lithuania, italy, greece, and ireland. the study was part of the project “strategies to utilise and cultivate positive characteristics & employability skills in schools” (success, 2017-12-lt01-ka201-035247).in total, 289 school career counselors from lithuania, italy, ireland, and greece were surveyed. most of the participants (90 percent) were female, and their age varied between 25 and 60 years. in all countries, the professional experience of career counseling varied between 1 and 10 years.the results of this study revealed that across different countries, career professionals with different educational backgrounds perform career counseling. in lithuania, career counselors are mainly psychologists, in italy – teachers, in ireland – consultants, and in greece – teachers, psychologists, and consultants that carry out career counselling. the results have also shown that in all these countries career counselors perform various career counseling activities: career information, career assessment, career education, and career consulting using (non)psychological methods, although the frequency of these activities and the subjective readiness for them is different across countries. the counselors in all countries are satisfied with their jobs. despite the existing differences in needs for professional development, all counselors expressed a higher-than-average need to develop their career counseling competencies Show More ... ... Show Less

  • Career Counseling
  • Professional Activities
  • Work Environments
  • Career Goals
  • Political Conditions
University Mergers In Lithuania: A Media Discourse Analysis

university mergers could be perceived as a political process – at least during the first stages of the process, which contain discussions about common visions, goals, and measures. therefore, a university merger could be analyzed using the methods of political discourse analysis, which allows to understand how public discourses about merging universities have been constructed, legitimized, and institutionalized.it is important to understand the process of university mergers as a political phenomenon that is constructed by stakeholders using public discourses. public discourses, reflected in the media, form the society’s opinion about a university merger and have influence on policy decisions and the implementation process of these decisions. in this context, the purpose of this article is to analyze the written content related to university merger issues published in online media during the course of three years (2016–2018). quantitative content analysis was made using software hamlet ii 3.0. some trends of public discourse related to university mergers have been detected. it is noticed that a university merger is primarily related to the improvement of higher education quality and the needs of business and the state in public discourse. however, the declared political goal of seeking competitiveness and quality of research is not developed and reflected in the media. this shows a certain fragmentation of ideas in the process of merging universities, because the society, the academic community, and the government agree (as reflected in the documents (2017)) that only a unity of research and studies could assure the highest quality university education and international recognition.also, differences between business and university mergers have been noticed. more rational arguments are used to justify business mergers than social and cultural ones (vaara, tienari 2002) when compared to university mergers. stakeholders usually use a combination of social and rational arguments in public discourse to justify university mergers Show More ... ... Show Less

  • University Mergers
  • Public Discourse
  • Discourse Analysis
  • The Media
  • Rational Arguments
The Managerial Experience And Postgraduate University Training Of School Principals: A Comparison Of Two Post-Socialist Countries Using TIMSS 2015 And PIRLS 2016 Data

contemporary research on education policies and practices of post-socialist countries is not expansive. according to our understanding, there are at least several reasons for a rather limited interest of researchers. there is no single, universally accepted theoretical approach to post-socialist development; territorial disputes pose problems to statistical data analysis; some countries with authoritarian regimes tend to play with the data and improve the numbers; there are difficulties of finding the data about non-eu countries. one of the possibilities of conducting comparative studies is the usage of international large-scale assessments (ilsas). the aim of our study was to highlight the different attitudes toward the training of school principals in lithuania and kazakhstan on the basis of a secondary analysis of timss 2015 and pisa 2016 data. results indicate that there are essential differences between the two countries. the percentage of students in schools where lithuanian school principals have undergone postgraduate university training exceed the percentage of students in kazakhstani schools 4 to 5 times. lithuanian school principals also have, on average, 1.5 times longer professional experience than kazakhstani school principals. however, data of timss 2015 and pirls 2016 show no direct relationship between the level of education and work experience of school principals and student achievement. we assume that higher professionalism and experience of school principals may contribute to the efficiency of school management, while the effectiveness of student learning may be determined by a variety of other factors Show More ... ... Show Less

  • School Principals
  • Timss 2015
  • University Training
  • Data Analysis
  • Student Learning
A Comparative Analysis Of Catholic Educational Concepts: The Case Of Jesuit And Fr. Luigi Giussani’S Concepts

currently, value-based education occupies a leading position within the contemporary academic discourse on education. catholic education holds a decent share in this overall discussion. this is partly due to the growing number of catholics in africa and asia as well as globalization and secularization processes. considering this fact, the philosophical underpinnings of catholic education, its identity issues, and future perspectives are gaining more and more attention from the academic audience worldwide. in this study, an attempt was made to examine and compare two different concepts of catholic education, one of italian catholic priest fr. luigi giussani and that of the jesuits. the research was aimed at analyzing and evaluating the similarities and differences of these concepts, revealing their interrelation. the analysis showed that these educational concepts have only slightly different goals and use different wording to define their aims. this situation is preconditioned by different historical-cultural contexts and experiences. in conclusion, jesuit education tends to stress academic achievements and a value-based education approach, while giussani’s concept emphasizes an interest in showing the importance and meaning of human reality and value education through its verification according to real-life needs. this allows to categorize jesuit education as more traditionally-catholic oriented while viewing giussani’s concept as more suitable for western secularized societies, which are not or less familiar with such notions as fate, religion, christianity, god, etc. despite the fact that these concepts employ different educational methods and approaches and have only slightly different goals, their interrelationship can be described as complementary rather than differentiated or competing Show More ... ... Show Less

  • Catholic Education
  • Jesuit Education
  • Cultural Contexts
  • Educational Methods
  • Academic Achievements
Diskusija Apie Posthumanistinį Ugdymą

lilija duoblienė. pohumanistinis ugdymas: dekoduoti. vilnius: vilniaus universiteto leidykla Show More ... ... Show Less

Lenin As A Child Visual Propaganda And Pedagogy

my study aims to reveal the connections between visual propaganda and pedagogy during the hungarian state-socialism by analyzing different variations of a single picture of vladimir lenin. the ideological indoctrination played an important role in the socialization of children, even teachers; thus, the communist power tried to create a new ceremonial-ritual order and a socialist identity. the following analyzed images (photos and paintings) show different functions and meanings; by reframing and transforming photographs and contexts, we can demonstrate how the viewers could have been manipulated. the starting photo comes from my studies (based upon the corpus of hungarian pedagogical journals) published in 1970, showing a seemingly unconventional representation: lenin as a child Show More ... ... Show Less

  • Visual Propaganda
  • State Socialism
  • Hungarian State
Wrong Hand, Wrong Children? The Education Of Left-Handed Children In Soviet Latvia

left-handers have always been surrounded by stigma and controversy, and attitudes toward this group have always been rooted in the ideas and traditions of power relations existing in a given society. thus, the goal of this study is to describe the retraining of left-handers as it was conducted in soviet education. the impact of political power on an individual’s body-mind interaction is a significant problem in research on the creation of the “new soviet man.” the teaching of left-handed children in the soviet union is a noteworthy example of the totalitarian regime’s illusionary endeavors to change human nature. the soviet education envisaged neither a special attitude nor any particular pedagogical strategies for the work with left-handed children. the soviet science was based on the anthropological understanding of man as a tabula rasa, which made it possible to explain the omnipotence of soviet pedagogy as well as the unswerving belief that it was possible to educate every child into a true member of the socialist society. the present study provides insight into the disciplining of the left-handed children’s bodies and minds using pedagogical tools that was being conducted in soviet latvia Show More ... ... Show Less

  • Left Handed
  • Soviet Education
  • Pedagogical Tools
  • Insight Into
  • The Impact
Kad Ugdymas Nebūtų Vienakojis: Dvasingumas Kaip Svarbi Dedamoji

[straipsnis ir santrauka lietuvių kalba; santrauka anglų kalba] straipsnyje atskleidžiama dvasingumo svarba akademiniame diskurse, kuriame raginama siekti mokslo ir dvasingumo sintezės atsisakant klaidingo epistemologinio žemėlapio ir ugdant išskirtines intelektines savybes, bendrai vadinamas dvasiniu intelektu (sq). pristatomos dvasingumo sampratos ugdymo moksle – čia dvasingumas dažnai implikuoja autentiškumą, transcendavimą ir susietumą arba kritinį požiūrį kaip atsvarą tradiciniam religingumui bei transracionalias patirtis. aptariami dvasingumo ugdymo aukštojo mokslo institucijose būdai Show More ... ... Show Less

How Language Defines “Learning”: A Classroom View

[full article, abstract in english; abstract in lithuanian] “learning” is defined and constructed in classrooms as teachers and students interact through the use of language. as such, “learning” is situated language practices. theories of socially- constructed uses of language and interactions provide foundation for this work. through a microethnographic discourse analysis, the findings show a teacher and students constructing shared cultural models of “learning,” holding each other accountable to particular academic and pedagogical practices as well as uses of academic language. the teacher employed linguistic strategies to make visible and engage students in the academic language and “thinking” practices that counted as “learning Show More ... ... Show Less

  • Academic Language
  • Full Article
  • Discourse Analysis
  • Cultural Models
  • Article Abstract
Post-Tyrimas Ugdymo Moksluose: Ontologinės Ir Epistemologinės Įžvalgos

[straipsnis ir santrauka lietuvių kalba; santrauka anglų kalba] šiuo straipsniu siekiama plėsti mokslinį diskursą post tyrimų metodologijos tema. straipsnyje apžvelgiamos pagrindinės postmodernizmo, poststruktūralizmo ir posthumanizmo idėjos ir jų perkėlimas į mokslinius tyrimus ugdymo srityje, kintantis požiūris į duomenis, filosofijos svarbą, tyrimų atlikimo procedūras ir duomenų pristatymą. pagrindinės idėjos iliustruojamos užsienio mokslininkų atliktų tyrimų pavyzdžiais Show More ... ... Show Less

Using Participatory Action Research To Teach Community Practice In A Post-Truth Era

[full article, abstract in english; abstract in lithuanian] this project focuses on the learning experiences of master of social work students in an advanced community practice course. the primary pedagogical method for the class was participatory action research, specifically the photovoice method. the msw students completed a photovoice project focused on campus sexual violence in which they recruited students, outside the class, as participants. as coursework, students generated reflection papers, responses to readings, and focus group notes. these artifacts constituted the data for this project. the data analysis included grounded theory methods and a focus on post-truth politics, from which three categories emerged: (a) supporting cultural competence, (b) facilitating self-awareness (c) and viewing truth as multifaceted Show More ... ... Show Less

  • Participatory Action Research
  • Community Practice
  • Article Abstract
Lytiškumo Ugdymas Kaip Galimybė Dekonstruoti Heteronormą: Mokytojų Turimo Žinojimo Ir Nuostatų Analizė

[straipsnis ir santrauka lietuvių kalba; santrauka anglų kalba] neheteroseksualios realybės galimybė lietuvos istorijoje ir tradicijoje ilgą laiką buvo ignoruojama ir slopinama įstatymais, o pati tema yra virtusi tabu. sisteminis vienos tiesos kultivavimas kuria normatyvią visuomenę ir nustumia alternatyvias buvimo žmogumi formas. postmodernizmas problemina epistemologines struktūras ir hierarchijas, kviečiama mąstyti apie švietimą asmens ir struktūros lygmenimis. šiame straipsnyje, pasitelkiant interviu su mokytojais analizę, siekiama ištirti mokytojų turimą žinojimą ir lytiškumo ugdymo nuostatas ir jomis perteikiamą žinojimą mokiniams lytiškumo temomis bei aptarti galimybę dekonstrukcijos metodą naudoti heteronormatyviai visuomenei Show More ... ... Show Less

Apie Mokytojų Homunkulą, Įsikūrusį Mūsų Mąstyme

[straipsnis ir santrauka lietuvių kalba; santrauka anglų kalba] straipsnis skirtas mokytojo vaizdiniui, įsisavintam paties mokytojo, ir vaizdiniui, paplitusiam bendrabūvyje – pačių mokytojų požiūriu – bei šio vaizdinio įtakai mokytojo profesinei veiklai nagrinėti. straipsnyje mokytojo vaizdinys suvokiamas ne kaip psichologinis, bet kaip sociologinis konstruktas, besiformuojantis dėl egzogeninių veiksnių. manytina, kad egzistuoja aiškus žinojimas, kas yra ,,tikras mokytojas“, paplitę diskursai, detalizuojantys, koks turįs būti geras mokytojas, kaip jis turi elgtis, atrodyti, bei kas yra geras ,,mokytojavimas“. analizuojama sociologo z. norkaus pasiūlyta sąvoka ,,sociologinis homunkulas“ ir pagal ją konstruojama nauja – mokytojo homunkulo – sąvoka. ji pasitelkiama mokytojo suvokiniui, paplitusiam tiek pačių mokytojų savivokoje, tiek apskritai bendrabūvyje, įvardyti. pasitelkiant naujajai švietimo sociologijai priskiriamus mokslininkų darbus, aiškinamasi, kokios priežastys formuoja mokytojų homunkulą ir kaip tai atsiliepia profesinei veiklai. remiantis 2017–2018 m. atliktu empiriniu tyrimu (jame dalyvavo 16 mokytojų ir 5 mokyklų direktoriai) nagrinėjama, koks yra mokytojo lietuvoje homunkulas, kaip jis konstruoja patį mokytoją kaip patyrimą bei kitų socialinių agentų lūkesčius ir reikalavimus mokytojui. straipsnis baigiamas išvada, kad mokytojo homunkulas labai veikia mokytojų savivoką ir turi įtakos mokytojų laikysenai kitų socialinių agentų atžvilgiu bei pastarųjų laikysenai mokytojų atžvilgiu ir jų profesinei veiklai vertinti Show More ... ... Show Less

Romai Pagrindinėje Mokykloje: Tarp Selektyvios Izoliacijos Ir Visiškos Niveliacijos

[straipsnis ir santrauka lietuvių kalba; santrauka anglų kalba] straipsnyje pristatomas romų etninės grupės mokinių tapatumo mokyklos bendruomenei suvokimas ir raiška pagrindinės mokyklos kontekste. svarstoma, kas yra tas romas mokinys pagrindinėje mokykloje? ar tai, ką jis šiandien patiria mokykloje, turėtume manyti esant problema, ar per ilgą laiką pasiekto rezultato sėkme? koks tapatumas formuojasi mokyklos bendruomenėje ir kokią įtaką daro elgesiui mokykloje? ar galime šį procesą kontroliuoti ir ar turime tai daryti? siekiant išsiaiškinti, kaip romai suvokia savo grupę, savo tapatumą, santykį su kita – mokyklos kultūra – ir to suvokimo raišką, pasitelktas etnografinis tyrimas. mokiniai stebėti jų kasdienėje mokymosi ir bendravimo erdvėje – mokykloje Show More ... ... Show Less

Debating Ethical Research With Human Subjects

[full article in english] drawing on our experience serving on an ethics review board in the united states, two scholars present three fictionalized examples to illustrate three issues in reviewing research proposals for the protection of human subjects. these are (1) the impetus for the creation of new knowledge on topics of significance, especially involving those considered to be vulnerable participants, (2) balancing the needs of novice and experienced researchers to design studies that contribute to their fields of interest while protecting the interests of participants and (3) disagreements among board members on the requirements for responsible conduct of research. recommendations are provided for ethical review to the faculty who supervise student research as well as new scholars submitting proposals for ethical review Show More ... ... Show Less

  • Human Subjects
  • Ethical Review
  • Board Members
  • New Knowledge
  • Research Recommendations
Konfliktų Universitete Sprendimas Taikant Mediaciją: Pamokos Lietuvai

[straipsnis lietuvių kalba; santrauka ir reikšminiai žodžiai anglų kalba] mediacija universitete yra svarbi ir aktuali tema, nes su konfliktais susiduria visos aukštosios mokyklos bendruomenės grupės. tinkamai nesprendžiami konfliktai universitete gali pridaryti daug žalos – eikvojami finansiniai ištekliai ir konflikto šalių laikas, žala padaroma universiteto reputacijai, bendruomenės narių moralei. straipsnio tikslas – išnagrinėti mediacijos taikymo universitete teorines ir praktines prielaidas. straipsnyje apibūdinama mediacijos paskirtis universitete; apžvelgiama mediacijos vykdymo 15-oje didžiosios britanijos universitetų patirtis; nagrinėjamos teisinės prielaidos taikyti mediaciją lietuvos aukštosiose mokyklose Show More ... ... Show Less

Complexity, Contradiction, And Carnival: Microethnographic Research On Student Disruption In A High School English Language Arts Classroom

[full article in english]  when teaching, many educators must respond to unruly and disruptive students. while most scholarship on student disruption focuses on classroom management strategies and tactics, few studies consider the nature of the disruption, its ideological significance and the social consequences that follows. via ethnographic methods and microethnographic discourse analysis, this paper examines the complexity and contradictions of macro- and microstructures as they manifest during a student’s disruption of a classroom discussion of a novel in an 11th and 12th grade english language arts class in the united states. using bakhtin’s notion of carnival as a theoretical framework, this paper examines the pattern of disruption in the classroom that evoked multiple and contradictory ideologies and both maintained and subverted power structures in the context. contrary to the belief that classroom disruptions are always challenges to power, they sometimes reinforced power relations on a broader cultural level. this paper urges that research and scholarship embrace complexity and contradiction as inherent in the interactions of people in schools and seeks to rethink how educators view and respond to classroom disruption. it concludes by advocating that embracing complexity and contradiction will better allow teachers and researchers to think through systems of education as a way to effectively and ethically intervene when these structures prove problematic. Show More ... ... Show Less

  • English Language Arts
  • Student Disruption
  • Classroom Disruptions
Investigating The Relationship Between Classroom Conversation And Argumentative Writing Using Writing Moves And Types Of Talk

[full article in english] in this paper, i investigate the relationships between classroom talk and dialogic literary argumentative writing. my work is situated within a larger body of recent research on argumentative writing, taking up a social practice understanding of argumentative writing as being a set of social practices that are situated within a larger process of learning over time (newell, bloome & hirvela 2015). this perspective aligns with the current understandings of writing that have been taken up over the past fifteen years (nystrand, green & weimelt 1993; klein & boscolo 2016; newell, beach, smith & vanderheide 2011).i adopt a bakhtinian frame to investigate classroom argumentative writing and talk, which entails a negotiation between the meaning of events and utterances through interaction. because of this, all interactions and utterances are inherently dialogic, as they are connected to histories and in anticipation of the future. this perspective frames the teaching and learning of argumentative writing as being negotiated locally over time, with unique practices and ways of knowing established through classroom interaction. this means that the teaching and learning of argumentative practices will always be unique to the contexts in which they are practiced. after establishing this frame, i employ instructional chains and discourse analysis in order to analyze two separate classroom discussions that occurred in two separate classrooms. by doing so, i aim to answer the following questions: what is the relationship between classroom talk and dialogic literary argumentative writing as a social practice? how is talk used to define and develop dla both in regard to argumentative moves and the concepts and ideas derived from literature Show More ... ... Show Less

  • Argumentative Writing
  • Social Practice
  • Teaching And Learning
  • Classroom Talk
  • Over Time
Pratarmė

[tekstas lietuvių kalba Show More ... ... Show Less

Edukologija: Sugebėti Tiesti Tiltus (Interviu Su Profesore Vilija Targamadze

[straipsnis lietuvių kalba] profesorė vilija targamadzė ne visiems patogus žmogus. ji nebijo viešumos, kritikos, opozicijos. bet tai vardan to, kad būtų daugiau dialogo, diskusijų, būtų bendrai generuojamos idėjos. kad mokslininkai mokėtų tiesti tiltus tarp pasaulinių patirčių ir lietuvos specifiškumo, poreikių, ateities Show More ... ... Show Less

Lytiškumo Ugdymas: Esamos Ir Galimos Tapatybės. Nuo Postmodernizmo Posthumanizmo Link

[straipsnis lietuvių kalba; santrauka ir reikšminiai žodžiai anglų kalba] tapatumo galimumų spektras lytiškumo atžvilgiu yra kur kas platesnis nei normatyvioje visuomenėje at(pri)pažįstama. dažnai savąjį lytiškumą perimame iš jau siūlomų jo formų, nes šio nekvestionuojame. lytis, kaip tapatybės dėmuo, neapmąstoma ir normatyvinama. posthumanizmasdiskutuoja apie kiekvieno subjekto skirtingumą ir singuliarumą ir tai, kad asmuo labiau nei kada nors yra susietas su globaliais procesais, individas nebegali būti atsietas nuo viso globalaus vyksmo. lietuvoje lytiškumas iš tapatumo perspektyvos akademiniame diskurse bemaž nenagrinėtas,o posthumanizmo prieiga, kuri nagrinėja naujausią globalaus pasaulio vyksmą, taip pat beveik nesitelkta Show More ... ... Show Less

Socialinis Ir Emocinis Ugdymas: Mokytojo Perspektyva

[straipsnis lietuvių kalba; santrauka ir reikšminiai žodžiai anglų kalba] straipsnyje, remiantis mokslinės literatūros analize, pristatomi teoriniai socialinio ir emocinio ugdymo (toliau – seu) bei emocinio intelekto aspektai ir atskleidžiama seu reikšmė bei išryškinamas mokytojo vaidmuo diegiant socialinį ir emocinį ugdymą lietuvos mokyklose. remiantis tyrimo rezultatais, atskleidžiamas mokytojų, tiek dirbančių su seu programomis, tiek ir nedirbančių su jomis, požiūris į seu, jų galimybės ir pasirengimas dirbti su šiomis programomis. mokytojai įvardija galimus iššūkius ir pateikia siūlymų, kaip sėkmingai įgyvendinti seu. empirinio tyrimo rezultatai atskleidžia galimus seu vykdymo sunkumus, tačiau kartu gauta nemažai siūlymų, kurie padėtų tobulinti seu įgyvendinimą Show More ... ... Show Less

Toward A Broader Understanding: A Formal Concept Analysis Of The Micropolitics Of A School

[full article in english] the micropolitics of a school is one of the key factors that determine changes in member interactions in a learning organization and requires a careful study in order to create a favorable school environment. the aim of this study is to analyze the concept of the micropolitics of a school, highlighting the essential attributes of the concept. the research method – formal concept analysis (fca) – was used to identify the implicit relationships between objects described through a set of the attributes. the analysis of scientific literature reveals 6 sets of objects: micropolitics as a dimension of leadership; micropolitics as a part of macropolitics; micropolitics as a teacher’s life and actions; micropolitics as interactions within an organization; micropolitics as the daily life of an organization; micropolitics as the darker side of institutional life Show More ... ... Show Less

  • Formal Concept Analysis
  • Full Article
  • Research Method
Neformaliojo Ugdymo Ribos: Poststruktūralizmo Perspektyva

[straipsnis lietuvių kalba; santrauka ir reikšminiai žodžiai anglų kalba] šiuo straipsniu siekiama spręsti nepakankamą teorinį neformaliojo ugdymo ir jo kaitos procesų pagrindimą ir pasiūlyti į neformaliojo ugdymo reiškinį pažvelgti iš poststruktūralizmo perspektyvos. atliekant literatūros analizę ir pasitelkiant prancūzų poststruktūralistų michel’io foucault, gilles’o deleuze’o ir felix’o guattari pasiūlytus konceptus, aprašomi ir analizuojami neformaliojo ugdymo lauke vykstantys procesai, apimantys politinius sprendimus, esamas praktikas, ugdytojų veiklą, ugdytinių elgesį Show More ... ... Show Less

Integration Into A Phd Program: An Arts-Based Research Approach To Examine The Experiences Of Doctoral Students

[full article in english] this article explores the experiences of twelve doctoral students during their processes of integrating into a doctoral program. in this qualitative study, by using a participatory, arts-based research design, twelve participants were asked to create collages and write narratives depicting their collages representative of their integration experiences. the research question this study addressed is the following: how have the students experienced integrating into their doctoral program? the gathered data revealed that academic and social factors play important roles in shaping and impacting the doctoral journey of a student Show More ... ... Show Less

  • Doctoral Students
  • Doctoral Program
  • Arts Based Research
  • Full Article
  • Phd Program
Academic Women: Lived Experiences In Contexts Of Inequality

[full article in english] this article builds on the results of a research project into the professional experience of seven academic women in universities and research centers in catalonia, spain. the aim of the project was to explore the personal and professional experience of three generations of women in the process constituting their identity as university teachers, researchers and managers. the writing of their professional life histories has enabled us to investigate how they, as women, have become the types of higher education teachers, researchers and managers that they were becoming, and we wished to delve into the relationship between their personal experiences and the development of their professional careers. in this process, we have revealed the strategies of adaptation, resistance and creation developed by women, the forms of symbolic violence that they experience and the changes through which their careers have passed within the context of an institution that is still continuously revealed by different studies to be deeply discriminating and unequal for women Show More ... ... Show Less

  • Professional Experience
  • Academic Women
  • Full Article
  • Lived Experiences
  • Personal Experiences
Insaiderių Tiriamas Savo Akademinės Kultūros Susikaustymas (Sąstingis) Ir Lankstumas: Barselonos Universiteto Atvejis

straipsnyje aptariama, kaip siekis rasti prasmingesnių dėstymo ir mokymosi būdų aukštajame moksle paskatino atsižvelgti į šiuolaikines žinių ir mokymosi sampratas, susijusias su jaunimo vertybėmis, pvz., diy kultūra (spencer, 2005). vykdant europos projektą „diylab – do it yourself in education: expanding digital competence to foster student agency and collaborative learning” („pasidaryk pats edukacijoje: skaitmeninių kompetencijų plėtojimas skatinant studentų agentiškumą ir mokymąsi bendradarbiaujant“; http://diylab.eu tirta, kas nutinka, kai insaiderių grupė analizuoja savo pačių akademinę kultūrą, ir kaip tai susiję su etnografinio tyrimo ribomis ir galimybėmis edukologijoje. remdamiesi viveiros de castro (2010), nagrinėjome savo universitetinės kultūros susikaustymą (sąstingį) ir lankstumą, kurie pasireiškė, stengiantis įdiegti už institucijos ribų atsiradusią ir išsivysčiusią mokymosi bei dalijimosi kultūrą. precedento neturinti skaitmeninių technologijų plėtra skatina gilius socialinius, kultūrinius ir ekonominius pokyčius bei apima visas gyvenimo ir visuomenės sritis. šiandien turėtų būti klausiama ne apie skaitmeninių technologijų naudojimo tikslingumą, bet labiau apie tai, kaip, kur ir kokiais edukaciniais tikslais jos turėtų būti naudojamos. tačiau, kaip matyti iš pastarųjų edukacinių pokyčių tyrimų (hargreaves, shirley, 2009; sancho, alonso, 2012), reikšmingų permainų galima pasiekti tik įtraukiant mokytojus ir mokinius į sprendimų priėmimo procesus bei įtvirtinant naujas praktikas perspektyviausiais institucinės kultūros aspektais ir siejant su mokytojų profesinėmis žiniomis. turėdami mintyje šį kontekstą, į europos projektą „diylab“ įtraukėme: (a) pagrindinių diy kultūros elementų nagrinėjimą ir (b) etnografinės pakraipos (tacchi, slater ir hearn, 2003) dalyvaujančiojo veiklos tyrimo (reason, bradbury, 2001) atlikimą. šiame straipsnyje pristatoma, kaip šis projektas įgyvendinamas barselonos universitete, nagrinėjamas mūsų akademinės kultūros susikaustymas (sąstingis) ir lankstumas. išanalizuoti duomenys rodo institucinių laikų ir erdvių nelankstumą, žinių sampratos fragmentiškumą, taip pat institucinius „plyšius“, per kuriuos skverbiasi atsinaujinanti, reikli mokymo ir mokymosi kultūra Show More ... ... Show Less

  • Collaborative Learning
  • Student Agency
  • Digital Competence
  • Do It Yourself
Kas Archyvuojama Etnografiniame Archyve? Parodomasis Atvejis: Iššūkiai Tiriant Aukštajame Moksle Besivystančias Interdisciplinines Programas

straipsnyje gilinamasi į tai, kokias dedamąsias apima etnografinio archyvo įrašai, ir parodoma, su kokiais iššūkiais susidūrė mūsų interakcinės etnografijos (ie) grupė, tyrusi vidinės interakcinės etnografijos grupės surinktus archyvuotus įrašus, kai buvome pakviesti prisidėti prie vykdomo mokymo plėtros projekto (mpp, angl. instructional development project) dokumentavimo ir analizės. išorinėje ie grupėje dalyvavo pagrindinis tyrėjas ir trys doktorantai, o vidinę ie grupę sudarė administracijos direktorius, profesorius iš organizacinės komunikacijos srities, projekto konsultantas ir du etnografai. nors abi grupės rėmėsi interakcinės etnografijos (angl. interactional ethnography (ie) tyrimo logika, vis dėlto atliekant analizę teko susidurti su užtikrintumo ribų (green, baker, 2007) problema – kilo klausimas, kodėl buvo archyvuojami būtent tokie įrašai ir kas juose įrašyta. siekiant atsakyti į šį klausimą, daryta papildomų įrašų, kuriais norėta plačiau išskleisti pradiniame įrašų archyve (vaizdo ir garso įrašuose, lauko užrašuose, dalyvių dialogų stenogramose ir artefaktuose) inskribuotas prasmes, veiksmus ir projekto kūrimo procesus. įrašus papildžius susirašinėjimais su instruktoriumi el. paštu bei interviu su projekto nariais, tapo lengviau suprasti iteracinius ir rekursinius mpp procesus, kurių pagrindu sukurtas „geriausias šiuo metu siūlomas kursas“. įsigilinimas į visą ie programos sudarymo procesą, kurio pagrindu sukurtas minėtas kursas, padėjo mūsų išorinei ie grupei geriau suprasti mpp grupės pristatomus įvykius, tekstus, dalyvius, erdves, laiką, prasmes ir konstruojamus veiksmus. archyvo papildymas buvo naudingas tiriant istorinių įvykių ir institucinių kontekstų lygius, turėjusius įtakos tam, kuria kryptimi vystėsi mpp. visa tai iškėlė papildomų klausimų: kada archyvas gali būti laikomas pilnu ir ko archyve gali trūkti nuodugniai vertinant konkrečios programos kūrimą skatinančius arba stabdančius veiksnius Show More ... ... Show Less

  • Instructional Development
  • Development Project
  • Interactional Ethnography
Interviu Pokalbiuose Atsispindinčių Daugiasluoksnių Prasmių Sisteminė Analizė: Interakcinės Etnografijos Požiūris Ir Jo Konceptualūs Pagrindai

šio straipsnio pirmoje dalyje pateikiami sociolingvistiniai, kritinio diskurso analizės ir langua kultūros konceptų pagrindai, kuriais remiantis interviu konceptualizuojamas kaip pokalbis, kuriame tyrėjas ir dalyvis kartu kuria ne tik interviu pokalbio tematiką ir procesus, bet ir kontekstus, kurie tampa svarbūs daugialypėms interviu pokalbio reikšmėms atskleisti. antroje straipsnio dalyje atskleidžiami keturi interakcinės etnografijos principai, padedantys sistemiškai analizuoti, kaip žmonės, gyvendami ir bendraudami tam tikroje aplinkoje ir langua kultūrinėje grupėje, diskursyviai formuoja tam tikrus požiūrius, veiksmus ir supratimą apie save, savo grupę ir juos supantį pasaulį. pirmasis principas, etnografija kaip dinamiška, nelinijinė sistema, tyrėjui padeda susikoncentruoti į daugialypių požiūrių atskleidimą, dažnai analizę pradedant nuo kalbinio kultūrinio bendravimo išsiskiriančių svaros taškų (angl. rich points). antrasis principas, etnocentrizmo atsisakymas, skatina etnografą pažvelgti į tiriamą grupę, reiškinį ar išsakomas mintis iš vietinių (insaiderių) esminės perspektyvos, kartu reflektyviai suprantant ir atidedant savo nuomones ir patirtis. trečiasis principas, ribų pasirinkimas ir atskleidimas, skatina tyrimo skaidrumą ir tyrėjui primena, kad visi teoriniai, metodologiniai, technologiniai ir kiti pasirinkimai turi būti atskleisti, taip parodant tyrimo apimtį ir tos apimties įtaką pateikiant vienokius ar kitokius duomenimis grindžiamus argumentus. ketvirtasis principas, ryšių paieška, skatina tyrėją remtis skirtingais duomenų šaltiniais, teorijomis, literatūra, metodais ir perspektyvomis bei ieškoti įvairios informacijos ryšio, taip pat neatitikčių. šis principas taip pat primena, kad kalbinei kultūrai suprasti reikia atsižvelgti ir į įvairų kontekstą, kuriame žmonės gyvena, kalba ir kuria tam tikrą pasaulio, kultūros ir savęs bei savo veiksmų supratimą. tie kontekstai gali būti nacionaliniai, instituciniai, globalūs, tarpasmeniniai, individualūs ir kt. aprašius keturis interakcinės etnografijos principus, trečioje straipsnio dalyje pateikiamas pavyzdys, kuriame interviu pokalbio ištrauka apie mokytojos darbo paskyrimą į mokyklą, analizuojama dviem lygmenimis – diskurso analize ir interakcine etnografijos analize. šia analize parodoma, kaip diskurso analizė, siejama su socioistoriniu, etnografiniu požiūriu paremta analize, padeda atskleisti daugialypes, interviu pokalbyje konstruotas, reikšmes ir tų reikšmių kontekstą. straipsnyje taip pat pabrėžiama epistemologinio ir metodologinio skaidrumo svarba Show More ... ... Show Less

Kokybinių Tyrimų Metodologijų Mokymas Ir Mokymasis Lietuvoje Besivystančios Doktorantų Edukacijos Kontekste

kokybinių tyrimų metodologijos mokymasis ir mokymasis doktorantūroje yra mažai tiriamas, bet tai svarbi tyrimų sritis, turint mintyje mokslininkų, gebančių savo kokybiškais tyrimais atliepti lokalios bendruomenės ir globalios visuomenės poreikius bei besivystančias kokybinių tyrimų metodologijas, rengimą. kita vertus, tarptautiniu mastu mokslinėje literatūroje ypač mažai reprezentuojama besivystančių neanglakalbių šalių doktorantų edukacija. todėl, siekdami atliepti šią spragą, nagrinėjame kokybinių tyrimų mokymą ir mokymąsi tyrimų metodologijos kurse lietuvoje. straipsnyje analizuojami duomenys, gauti vykdant didesnę mokslinių tyrimų programą. jie buvo renkami, naudojant interviu kaip pokalbį su socialinių ir humanitarinių mokslo krypčių doktorantūroje dėstančiais profesoriais ir doktorantais. be to, lygia greta buvo atliekama dokumentų analizė, vykdomas formalus ir neformalus stebėjimas, renkami interviu dalyvių reflektyvūs pasakojimai ir kiti kontekstualūs bei kontrastiniai duomenys, reikalingi daugiasluoksnei analizei. straipsnyje remiamasi vieno interviu su doktorante ir jos dviem dėstytojais analize. šis atvejis reprezentuoja kitų interviu metų pateiktus pasakojimus tų doktorantų, kurie pastaraisiais metais doktorantūros studijų metu mokėsi kokybinių tyrimų metodologijos kaip studijų dalyko ar jo dalies. tyrimas rodo jau atsiradusį gana stiprų šalies profesorių potencialą gerai parengti mokslininkus kokybiniams tyrimams atlikti, apgalvotą šiuolaikišką mokymą ir bent dalies jau dabar studijuojančių doktorantų įvairiapusišką bei pasaulinius standartus atitinkantį mokymąsi atlikti kokybinius tyrimus Show More ... ... Show Less

IKT Ir Internetas Kaip Etnografinio Tyrimo „Rėmai“ Ir Laukas

šiame straipsnyje siekiu aptarti savo, kaip trejų metų etnografinio tyrimo grupės nario, požiūrį. projekte „medicininis švietimas skaitmeniniame amžiauje“ (angl. medical education in a digital age) naudoti skirtingi duomenų kūrimo metodai: dokumentų analizė (išanalizuota 60 skirtingų institucinių tekstų) ir pusiau struktūruotų interviu analizė (kartu su administracijos personalu, akademiniu personalu bei techninės pagalbos personalu buvo atlikta 16 interviu). be abejo, dokumentų analizė ir interviu yra metodai, turintys labiau institucinės etnografijos nei „tradicinės“ antropologinės etnografijos (smith, 2015) charakteristiką. dviejose žemynuose tyrėjų grupės atliktas tyrimas iškėlė kompleksinių klausimų, susijusių ne tik su tyrimo lauku, bet ir su tyrėjų bendradarbiavimo pobūdžiu. šie klausimai leido giliau apmąstyti etnografinio tyrimo sampratą, kai tyrėjai ir tyrimo laukas yra iš dalies virtualūs. mano atsakymai į šiuos klausimus remiasi metodologinio pliuralizmo idėja ir pragmatiniu požiūriu į tyrimo procesą Show More ... ... Show Less

  • Medical Education
  • Digital Age
Psichiatrijos Specializacijos Medicinos Studentų Mokymosi Stiprinimas: Etnografinės Įžvalgos

psichiatrijos medicinos studentų rengimo kokybė atsiduria pavojuje, kai studentams nesuteikiama pakankamai galimybių įgyti praktinių žinių iš patyrusių psichiatrų ir dirbant su pacientais. siekdami suteikti medicinos studentams, kurie specializuojasi psichiatrijoje, alternatyvią galimybę įgyti praktinių žinių apie pacientus, sukūrėme vaizdo biblioteką. šiame straipsnyje aprašomas ilgalaikis tyrimas, kuriame tiriamos medicinos studentų mokymosi sąlygos klinikinės praktikos metu, koncentruojantis į stebėjimą, kaip vaizdo biblioteka naudojama kaip papildoma mokymosi priemonė. tyrime taikomi etnografiniai metodai, kurie atliepia klinikinės praktikos metu kylančius iššūkius. mokymosi situacijų tyrimo ir eksperimentinio vaizdo bibliotekos panaudojimo tyrimo pamatą sudaro psichiatrijos specializacijos medicinos studentų kasdienės klinikinės praktikos bei interviu po klinikinės praktikos veiklos stebėjimas. tam, kad skaitytojui būtų lengviau suprasti medicinos studentų praktikos kontekstą, straipsnyje trumpai aprašomas psichiatrijos studijų organizavimas. teorinį tyrimo pamatą sudaro dreyfuso ir dreyfuso mokymosi modelis, kuriame išskiriami praktinio mokymosi etapai, bei lave ir wengerio koncepcija, pagrindžianti situacinio mokymosi per klinikinę praktiką sąsajas su medicinos studentų, kaip naujokų, pasiekimais psichiatrijoje. taip pat trumpai pristatomi pasirinktų metodų keliami iššūkiai Show More ... ... Show Less

Vizualinės Dokumentacijos Ir Refleksijos Pagalba Mokantis Lauko Tyrimų

nuotraukos gali būti naudojamos kaip lauko tyrimo užrašų priedas ir refleksiją skatinantį priemonė lauko tyrimų ir jų analizės metu. būdamos tyrimo dienoraščio dalis, nuotraukos gali padėti atgaminti patirtį ir palaikyti reflektyvų atstumą nuo įvykių. nuotrauka, kaip vaizdinė reprezentacija, taip pat gali skatinti mokymo(si) ir žinių „gavimo“ (angl. production) refleksiją bei atskleisti paslėptas žinias. remiantis studentų patirtimi vykdant dalyvaujantįjį stebėjimą, straipsnyje diskutuojama, kaip nuotraukos ir vizualinės reprezentacijos padeda mokytis lauko tyrimų ir jų analizės. mokymosi proceso vaizdai gali padėti suvokti ir užfiksuoti svarbias reikšmes, įgytas lauko tyrimo metu ir apie patį lauko tyrimą. žinoma, nuotraukos negali pakeisti rašytinių dokumentų. jos turi eiti išvien su tekstu, kuris gali paaiškinti, kas nuotraukoje reprezentuojama. analizė rodo, kad studentų portfolio gali būti saugykla, kurioje jie dokumentuoja savo mokymosi ir supratimo procesą. reikšmių kūrimo procesas – dėl savęs (arba grupėje) ir dėl analitinių minčių prezentacijos – gali vykti tiek su, tiek be realaus nuotraukų rinkinio. tačiau individualus mokymosi nuotraukų rinkinys tampa neišsemiamų minčių ir aprašymų vienetų šaltiniu. jis padeda sujungti pasinėrimą į savo mintis, ankstesnes refleksijas, prisiminimus ir patirtis bei reflektyvų atstumą ir tai yra esmingai svarbu, norint atlikti sėkmingą dalyvaujantįjį stebėjimą Show More ... ... Show Less