家长在家教育孩子的功能:以立陶宛为例

Q4 Social Sciences
Edita Naidaitė, Eglė Stasiūnaitienė
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引用次数: 0

摘要

本文介绍了2021-2022年在立陶宛进行的一项更广泛的实证研究的最具说明性的结果。其目的是回答父母的职能是什么以及在家上学的情况下如何组织孩子的教育的问题。研究数据采用半结构化访谈法收集,并采用内容分析法进行处理。这些数据是在“父母在家教育孩子的功能”的主题下分析的。该主题结合了以下七个子主题:规划和组织教育过程、选择/开发教育内容、设计学习环境、确保安全的学习环境、记录学习成绩、评估学习成绩和确保社交。这项研究涉及通过标准抽样选出的十名知情者(五名在家教育孩子的家长和五名教育机构负责人)。总结实证研究的结果,应该强调的是,当父母选择在家教育孩子时,他们基本上接管了教育机构的主要职能,并对整个教育过程的组织负责。儿童参与教育过程的规划;更好地考虑孩子的个人需求,鼓励孩子的自主性。课程和时间表是灵活的,基于孩子获得的知识、能力和技能,而不是课程数量。教育环境不断变化,通常由孩子选择。参与这项研究的家长发现,在分析教育系统的文件方面存在困难,而且无法使用电子日记。教育机构负责人对家长在家教育孩子和确保有目的的社交活动的教学准备表示怀疑;然而,家长们注意到,社交活动是足够的,并根据孩子的个人需求进行。在作者看来,所进行的研究提出了讨论的热点问题,并启动了这一领域的新研究,目的是更好地了解在家上学现象的背景。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Functions of Parents Homeschooling Their Children: The Case of Lithuania
The article presents the most illustrative results of a broader empirical study carried out in Lithuania in 2021–2022. The aim is to answer the question of what the functions of parents are and how the child’s education is organised in the case of homeschooling. The research data were collected using a semi-structured interview method and were processed using content analysis. The data were analysed under the topic “Functions of parents homeschooling their children”. The topic combines the following seven sub-topics: planning and organising the educational process, selecting/developing educational content, designing learning environments, ensuring a safe learning environment, recording learning achievements, assessing learning achievements, and ensuring socialisation. The research involved ten informants (five parents homeschooling their children and five heads of educational institutions) selected by criterion sampling. To summarise the results of the empirical research, it should be highlighted that when parents choose to homeschool their children, they essentially take over the main function of educational institutions and become responsible for the organisation of the entire educational process. The child is involved in the planning of the educational process; the individual needs of the child are better taken into account, and the child’s autonomy is encouraged. The curriculum and schedule are flexible, based on the child’s acquired knowledge, competences, and skills rather than on the number of lessons. Educational environments are constantly changing and are usually chosen by the child. Parents who participated in the study have identified difficulties in analysing the documents of the education system and the lack of access to the electronic diary. The heads of educational institutions have expressed doubts about the pedagogical preparation of parents to homeschool their children and to ensure purposeful socialisation; however, the parents have noted that socialisation is sufficient and takes place according to the child’s individual needs. In the authors’ opinion, the research carried out raises topical issues for discussion and the initiation of new research in this area, with the aim of better understanding the context of the phenomenon of homeschooling.
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来源期刊
Acta Paedagogica Vilnensia
Acta Paedagogica Vilnensia Social Sciences-Education
CiteScore
0.70
自引率
0.00%
发文量
11
审稿时长
24 weeks
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