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The aim of this study was to examine the knowledge and the experience that school counsellors have about tics and Tourette syndrome. This study is based on a qualitative research which we conducted with semi-structured interviews. We have done five interviews with different school counsellors in a small municipality in southern Sweden. The theoretical approach that was used in this study was theory of knowledge as a comprehensive theory and professional competence which includes formal knowledge and tacit knowledge. Some of the study’s conclusions are that the School Counsellors had different professional competence about tics and Tourette syndrome. The school counsellors had received their knowledge through formal educations and work experience. School counsellors had different types of education which mean that they had different knowledge and experiences but also different approaches, methods and way to relate students with tics and Tourette syndrome in their profession. In our results, it appears that work experience and formal education often exist together. Therefore it is not possible to say which specific form of knowledge school counsellors use in a meeting with a student with tics and Tourette syndrome, and whether this could have affected the meeting.

Pedagogas suteikdamas mokiniams ekonomines žinias vaidina svarbų vaidmenį. Jis turi tinkamai organizuoti ugdymo procesą, vadovaudamasis turimomis kompetencijomis. Taip pat ugdymo proceso organizavimas priklauso nuo mokytojo profesinio pasirengimo bei kvalifikacijos. Mokytojų profesinės kompetencijos išlieka svarbiausios, norint tinkamai pasirengti ekonomikos pamokai. Mokytojai nuolat plėtoja ir tobulina savo profesines kompetencijas. Švietimo ir mokslo ministerija buvo atlikusi tyrimą apie pedagogų pasirengimą mokyti ekonomikos. Bet nebuvo ištirta, kokia pedagogų nuomonė apie savo profesines kompetencijas organizuoti ekonomikos pamokas ir apie savo pasirengimą mokyti ekonomikos. / The topic of this Bachelor‘s Thesis is “TEACHERS’ OPINION ABOUT THEIR PROFESSIONAL COMPETENCES TO TEACH ECONOMICS LESSONS IN 9th–10th CLASSES”. The role of an educator providing economic knowledge to pupils is very important. He or she has to organize education process appropriately, relying on his or her competences. Moreover, the organization of education process depends on teacher‘s professional training and qualification. Teachers’ professional competences remain the most significant element in planning economics lessons. Teachers constantly develop and improve their professional competences. The Ministry of Education and Science conducted a research on educators’ preparation to teach economics. However, the research has not established what was educators’ opinion about their professional competences to organize economics lessons and their preparation to teach economics.

Darbe analizuojami klausimai, kurie susiję su muzikos pedagogų rengimu, nagrinėjama jų profesinė kompetencija bei jos tobulinimo ypatumai. Mokytojų rengimo problema itin aktuali, nes ne tik švietimo reformos eigos sėkmė, bet ir tolesnė mūsų kultūros raida didžia dalimi priklauso nuo tinkamai paruošto pedagogo. Pagrindinė Lietuvos šiandieninės švietimo politikos kryptis – profesinio tobulėjimo skatinimas – atvėrė plačias galimybes pačių mokytojų profesiniam tobulėjimui. Siekiant atskleisti muzikos mokytojų požiūrį į profesinį tobulinimąsi buvo atliktas tyrimas, kurį sudarė tęstinė muzikos pedagogų apklausa raštu bei muzikos ir menų mokyklų vadovų kokybinis tyrimas. Pirmojo tyrimo etapo metu apklausta 109 muzikos mokytojai, antrajame tyrimo etape buvo siekiama apklausti kuo daugiau respondentų, dalyvavusių pirmajame tyrimo etape (91muzikos pedagogas). Tyrimo objektas – muzikos pedagogų kvalifikacijos bei profesinių kompetencijų plėtojimas. Darbo uždaviniai: 1) išnagrinėti muzikos pedagogų profesinio rengimo etapus; 2) išanalizuoti šiandieninius reikalavimus muzikos mokytojo kompetencijoms; 3) atskleisti muzikos mokytojų kvalifikacijos tobulinimo formas; 4) ištirti muzikos mokytojų požiūrį į kvalifikacijos tobulinimą, kaip savo profesinės veiklos sudedamąją dalį; 5) išnagrinėti profesinio tobulinimosi motyvaciją skatinančius ir ribojančius veiksnius; 6) nustatyti muzikos bei menų mokyklų vadovų požiūrį į muzikos pedagogų kvalifikacijos plėtojimo galimybes. Tęstinio tyrimo... [toliau žr. visą tekstą] / In this work the issues related to preparation of music educators have been analyzed and also the peculiarities of their professional competences and their improvement has been investigated. The problem of the preparation of teachers has been a relevant one, as not only the success of education reform course, but also the further development of our culture is mostly based on the relevant preparation of teachers. The main direction of present educational policies in Lithuania is the encouragement of professional improvement; ant is has presented wide possibilities of the professional improvement of teachers. In order to reveal the attitude of music teachers towards their professional improvement, the research has been carried out, which consisted of continuous written survey of music teachers and also the qualitative research of art school directors. In the first stage of this research 109 music teachers have been questioned, while in the second part of the research the attempts have been made to question more respondents, who had already participated in the first stage of the survey (i.e. 91 music teachers). The object of the research – the development of qualification and competences of music teachers. The following tasks have been made: 1) to review the peculiarities of professional preparation of music teachers; 2) to analyze the current requirements for the competences of music teachers; 3) to reveal the qualification improvement forms among music teachers; 4) to... [to full text]

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