“Specifics of the educational consulting of parents” by J. Aleknavičiūtė. Master work. Managed by doc. dr. A. Grabauskienė. Vilnius Pedagogical University, Department of Educology. – Vilnius, 2005. The problem of the cooperation between the ofice and family is being raised up in educational literature and practice. For improving and managing the cooperation between school and family, different forms of work are investigated. In the review of educational and pedagogical literature the analysis of lithuanian and foreign publishings on educational institution and family cooperation is made, with the intention of finding the right place for pedagogical consulting. After acquiring the today’s situation, the fact of missing analysis of the consulting of parents is stated, and there are not so much information published on the subject. Institutions, intended to consult, themselves face the same problem. It was noticed, that parents are leaking the educational culture, with knowledge as one of it’s components, and parents could acquire that from consultants. So the analysis was made on the evaluation and knowledge about educational consulting from the side of consultants. Also veryu important, that the consultants should have a possibility to evaluate their own expertise and competence, ability of consulting parents. Subject of analysis – specifics of consulting the parents. Target of analysis – to find out the value of consulting, the influence of the consultant and his... [to full text]

Mit der Arbeit wird der Versuch unternommen, den Zusammenhängen von Biographie- und individuellen Lernprozessen nachzugehen. Dies erfolgt am Beispiel von acht ostdeutschen ExistenzgründerInnen, die sich nach der Wende in den neuen Bundesländern im Lebensmitteleinzelhandel selbständig gemacht haben. Hierbei interessiert die Frage, inwieweit Erfahrungen den Lernprozeß behindert oder gefördert haben. Die Ergebnisse der Arbeit bestätigen die hohe Relevanz von Erfahrungen, Handlungsmustern und Verhaltensweisen und weisen auf die Bedeutung emotionaler Faktoren im Lernprozeß hin, die den Lernprozeß sowohl behindert, als auch gefördert haben. Die Autorin zieht hieraus den Schluß, daß individuelle Lernprozesse durch Lernberater zu begleiten und durch den Aufbau von Netzwerken zu unterstützen seien. Voraussetzung hierfür ist eine neue Lernkultur, die an den Biographie- und Kompetenzressourcen der Lerner ansetzt und dem Lehrenden eine beratende und moderierende Rolle im Lernprozeß zuweist. Wesentliche Grundlage sind kooperative und reflexive Kompetenzen und die Fähigkeit, eine vertrauensvolle Atmosphäre zu schaffen, in der sich beide Seiten öffnen können. / This paper attempts to look into the interrelationships between biographical and individual learning processes. The work is based on the example of eight female persons who, following German reunification, became self-employed within the food retail trade in the former East German states. The question of interest here is, in how far past experiences have promoted or impeded the learning process. The results of this work confirm the high relevance of experiences, action patterns and behaviour, and point out the significance of emotional factors within the learning process, through which this process was both impeded as well as promoted. The author comes to the conclusion that individual learning processes should be accompanied by educational consultants and supported through the establishment of networks. A pre-requirement for this is a new learning culture that starts out with the biographical and competence resources of the learning person and assigns to the teaching person a counselling and presenting role within the process of learning. The essential fundamentals are co-operative and reflexive competencies and the ability to create a trusting atmosphere within which both sides can open themselves up.