Acta Paedagogica Vilnensia最新文献_第4页

School Evaluation for Quality Improvement as The Gaze 学校质量改进评估

Acta Paedagogica Vilnensia Pub Date : 2022-12-30 DOI: 10.15388/actpaed.2022.49.5

Jelizaveta Tumlovskaja, Jonas Ruškus

{"title":"School Evaluation for Quality Improvement as The Gaze","authors":"Jelizaveta Tumlovskaja, Jonas Ruškus","doi":"10.15388/actpaed.2022.49.5","DOIUrl":"https://doi.org/10.15388/actpaed.2022.49.5","url":null,"abstract":"Within this paper, the authors examine the school performance quality assessment system in Lithuania from the standpoint of pedagogical staff who find themselves in the status of the assessed. The philosophical concept of The Gaze is used for the interpretation of the results of a quantitative and qualitative survey. The concept of the Gaze, as conceptualized by Sartre and Foucault, helps to understand the sense of tension between freedom and control as experienced by pedagogical staff who find themselves in the status of the assessed. The authors, by applying principles of phenomenological interpretative analysis and descriptive statistics, examine the process of school performance quality assessment as experienced by teachers. The informants identify themes such as stress, distress, work simulation, and creativity restrictions. The authors conclude that school performance quality assessments do emerge as the Gaze, and furthermore as a dilemma of communication known as the Double Bind, when at the same time contradictory objectives are held, and a regressive state of stress and distress is generated as a result. On the bases of results of their research, the authors suggest that the actual school performance quality assessment system in Lithuania must be fundamentally improved by applying the empowering consultancy approach, while measures of quality assessment should be focused on objective indicators of school performance quality assessment.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49623848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Virtual Learning Environments: Modeling a New Learning Policy Strategy 虚拟学习环境：一种新的学习策略建模

Acta Paedagogica Vilnensia Pub Date : 2022-12-30 DOI: 10.15388/actpaed.2022.49.7

Sergejus Neifachas, Tomas Butvilas, Kristina Kovaitė

引用次数: 0

Perspective of Teachers on Their Competencies for Inclusive Education 教师对全纳教育胜任力的看法

Acta Paedagogica Vilnensia Pub Date : 2022-12-30 DOI: 10.15388/actpaed.2022.49.1

Dita Nīmante, Maija Kokare

{"title":"Perspective of Teachers on Their Competencies for Inclusive Education","authors":"Dita Nīmante, Maija Kokare","doi":"10.15388/actpaed.2022.49.1","DOIUrl":"https://doi.org/10.15388/actpaed.2022.49.1","url":null,"abstract":" The purpose of this paper is to share findings about teachers’ perceived competencies for inclusion based on data gathered from 1590 (N = 1590) teachers representing 69 mainstream schools of Riga municipality using a survey. In answering the research questions on how teachers perceive themselves, if they have the necessary competencies for implementation of inclusive education, and what is missing, the results showed teachers self-reporting that despite the lack of specific qualification for inclusive education, they have the necessary competencies for inclusion. Teachers indicated that they have a slightly higher level of general competence; however, there is room for improvement in both general and specific competencies for inclusive education. Two of the most important specific competencies for inclusive education that they lack are the “implementation of an inclusive and supportive learning process for everybody by differentiating and adapting the curriculum” and a “timely identification of pupils’ difficulties in the learning process.” The findings reveal the challenges, problems, and limitations that would arise in providing high quality inclusive education to meet the needs of all learners. Despite the fact that teachers perceive that they have certain competencies for inclusive education, the majority of teachers do not feel comfortable and confident in practice in the inclusive classroom. Answers to the other research question revealed a connection between teachers’ age, teaching experience, education, and teachers’ perception of general competencies for inclusive education. A connection was revealed between teachers’ age, teaching experience, and teachers’ perception of specific competencies for inclusive education. Based on the results, suggestions for further research and implications for practice are discussed.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42405948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Beginner Teachers’ Encounters with the Reality of Education: Case of the “Teach First Lithuania!” Program 初学教师与教育现实的相遇:以“教先行立陶宛”为例程序

Acta Paedagogica Vilnensia Pub Date : 2022-12-30 DOI: 10.15388/actpaed.2022.49.4

Indrė Lebedytė-Mečionienė

{"title":"Beginner Teachers’ Encounters with the Reality of Education: Case of the “Teach First Lithuania!” Program","authors":"Indrė Lebedytė-Mečionienė","doi":"10.15388/actpaed.2022.49.4","DOIUrl":"https://doi.org/10.15388/actpaed.2022.49.4","url":null,"abstract":"Beginning teachers are confronted with certain established norms, power relations, cultures and systems in schools and in education in general at the beginning of their careers. They are in a constant field of tension and can be much more sensitive to observing and questioning standards than those who have been operating in that system for a long time. In order to maintain a critical and change-oriented approach, it was chosen to describe the ideas of critical pedagogy and to analyze teachers’ experiences through this prism. Nine beginners in teaching from “Teach First Lithuania” were interviewed about their encounters with the reality of education and the choices that followed. The findings of the study revealed the prevailing hierarchical relationships in the school (often based on fear or tension); the prevalence of various types of falsification – when documents do not correspond to reality; orientation to the curriculum, standardized tests, and exams; the formation of academic classes and the “norm” of labeling – phenomena that form the habitus of the weaker and contribute to social reproduction in education. For all participants in the study, the relationship with the students is the most important, but teachers who are still teaching admit that results became very significant (due to pressure from parents, administration, and society). Staying in public schools is most motivated by a sense of appreciation, good relationships with colleagues, and commitment to students. Decisions to abandon teaching are most motivated by a heavy workload and lack of freedom.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48836206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Promoting Pre-service Teachers’ Domain-general Metacognition 促进职前教师领域的一般元认知

Acta Paedagogica Vilnensia Pub Date : 2022-12-30 DOI: 10.15388/actpaed.2022.49.3

Ilze Briška, Gunta Siliņa-Jasjukeviča

引用次数: 0

School Leaders’ Attitudes, Expectations, and Beliefs Starting a Character Education Training in Latvia 学校领导的态度、期望和信念——在拉脱维亚开展品格教育培训

Acta Paedagogica Vilnensia Pub Date : 2022-11-07 DOI: 10.15388/actpaed.2022.48.5

M. F. Fernández González, S. Surikova

引用次数: 1

Risk and Protective Factors in Choosing Course Sets in Secondary Education: Perspectives of Career Counsellors and Students from the Latgale Region of Latvia 中等教育课程选择中的风险和保护因素:来自拉脱维亚拉特盖尔地区的职业顾问和学生的观点

Acta Paedagogica Vilnensia Pub Date : 2022-11-07 DOI: 10.15388/actpaed.2022.48.4

Pāvels Pancerko, A. Pipere, Mārīte Kravale-Pauliņa

引用次数: 0

Transformations of the Contemporary Catholic Education Discourse: A Thematic Analysis of Church Documents 当代天主教教育话语的转换——教会文献的主题分析

Acta Paedagogica Vilnensia Pub Date : 2022-11-07 DOI: 10.15388/actpaed.2022.48.10

Juozapas Labokas

引用次数: 0

Self-Assessment of the Professional Competence of Preschool Teaching Student 幼儿教师专业能力的自我评价

Acta Paedagogica Vilnensia Pub Date : 2022-11-07 DOI: 10.15388/actpaed.2022.48.7

Baiba Kaļķe, S. Baranova, Līga Āboltiņa

{"title":"Self-Assessment of the Professional Competence of Preschool Teaching Student","authors":"Baiba Kaļķe, S. Baranova, Līga Āboltiņa","doi":"10.15388/actpaed.2022.48.7","DOIUrl":"https://doi.org/10.15388/actpaed.2022.48.7","url":null,"abstract":"One of the objectives of the European Higher Education Area is to promote the development of competences, with an emphasis on those competences that people need to maintain their current quality of life and high level of employability in the face of a changing society and labor market. This study analyzed the self-assessment of student preschool teachers’ professional competence, using a tool (survey) for assessing teachers’ professional competence. A structure of preschool teachers’ professional competence was analyzed. The results indicate that the developed survey can be used as a tool for the self-assessment of teachers’ professional competence. The most highly evaluated sub-competences were general tasks of ensuring professional activity; implementation of learning process; and improvement of professional competence. The data analysis revealed that the question “Is the work related to the field of study?” with the statements included in the survey sections “Implementation of the learning process” and “Improvement of professional competence” is an important indicator in the self-assessment of professional competence among student preschool teachers for the material situation.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49188542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

E-Learning at the Tertiary Level in and After Pandemic 大流行期间和之后的高等教育电子学习

Acta Paedagogica Vilnensia Pub Date : 2022-11-07 DOI: 10.15388/actpaed.2022.48.3

Liudmyla Holubnycha, T. Besarab, Yana Pavlishcheva, O. Kadaner, O. Khodakovska

{"title":"E-Learning at the Tertiary Level in and After Pandemic","authors":"Liudmyla Holubnycha, T. Besarab, Yana Pavlishcheva, O. Kadaner, O. Khodakovska","doi":"10.15388/actpaed.2022.48.3","DOIUrl":"https://doi.org/10.15388/actpaed.2022.48.3","url":null,"abstract":"The article deals with new challengers in higher education system in terms of reality caused by coronavirus COVID-19. Some positive experience in English distance teaching and learning (at the basis of Yaroslav Mudryi National Law University, Ukraine) is described as it is significant in pandemic and may become useful for post pandemic society to improve educational processes. The purpose of the paper is to share positive ideas for English e-learning organization at the tertiary level in pandemic in order to use e-learning gains in further educational practice, highlight and solve its problems. General theoretical methods (analysis and synthesis) as well as empirical (observation and discussion) helped to find out advantages and identify disadvantages of the issue under study. The study has reached the following conclusions: asynchronous distance learning is effective for highly motivated students; synchronous forms demonstrate ability for developing all kinds of language skills. Advantages of distance teaching and learning there are: opportunity to display necessary didactic material on screen, to play audio recording or video materials for students in better quality. We have identified these problems: necessity of strong students’ motivation, connected with self-organization and the ability to work independently; sometimes insufficient technical skills of academic staff; academic dishonesty, which leads to meaninglessness of testing.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42680254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0