Darbe analizuojamas pedagogų profesionalumo tobulinimas karjeros valdymo aspektu. Šiandieniniame veiklos pasaulyje profesionalui keliami reikalavimai tapo bendriniu modernybės raiškos bruožu: kiekvienas pedagogas privalo būti profesionalas. Šiuolaikinis pedagogas turi imtis naujų vaidmenų, įgauti profesinių įgūdžių, siekti profesionalumo nuolat ir sistemingai tobulintis. Nagrinėjama mokslinė problema: kaip pedagogų profesionalumo tobulinimas siejasi su jų karjeros valdymu. Šio darbo tikslas - teoriškai išanalizuoti ir empiriškai pagrįsti pedagogų profesionalumo tobulinimą karjeros valdymo aspektu Klaipėdos „Žemynos“ gimnazijoje. Profesionalumo tobulinimas ir karjeros valdymas yra visą gyvenimą trunkantis procesas. Vadinasi profesionalumo tobulinimas yra nenutrūkstamas procesas, kuris priklauso nuo pačio pedagogo asmenybės, gebėjimo ir noro mokytis, gebėjimo tinkamai pritaikyti naujai įgytą patirtį profesinėje veikloje bei gebėjimo valdyti asmeninę karjerą. Tyrimo duomenų analizė rodo, kad dauguma pedagogų, dirbančių ne pirmus metus gimnazijoje, yra susipažinę su gimnazijos misija, vizija, bei suvokia, ko trūksta jiems profesionalumo tobulinimo srityje. Todėl vienas iš svarbiausių pedagogų tikslų yra visur ir visada siekti profesionalumo siekiant būti savo srities profesionalais; gimnazijos administracija suteikia galimybes pedagogams nuolatos tobulėti, sudarydama sąlygas mokytis, tokiu būdu siekdama geresnių gimnazijos darbo rezultatų bei darbo našumo; ir kt. Darbe... [toliau žr. visą tekstą] / The development of teachers‘ professionalism in the aspect of career management is analysed in this work. Nowadays world‘s requirements for the professional has become a common feature of the up-to-date realisation, it means that every teacher has to be professional. Nowadays educator has to be capable for new roles, gain professional skills, study and refresh professionalism constantly and systematically. The scientific problem: the link between the development of teachers‘ professionalism and development of the career management is described. The aim of this work is to analyse the development of teachers‘ professionalism theoretically and to present evidence of this at Klaipeda Zemyna Gymnasium practically. The development of the professionalism and the management of the career are the long- life issues. Moreover, the professional development is all life lasting process, which depends on the personality of an educator, ability and willingness to study, ability to adapt to newly gained information in the professional activity as well as ability to manage his personal career. The analysis of the research shows that most educators, who have been working for several years at the Gymnasium are aquainted with mission and vision of the gymnasium and they clearly understand what they lack in the development of the professionalism. Due to this aspect, the main aim of the educators is constant objective to be professionals. The authority of gymnasium provides the opportunities... [to full text]

The aim of this thesis is to extend sport career transition knowledge by developing and evaluating a psycho-educational curriculum for sport career transition practitioners. Study 1 provides an extensive overview of organisational intervention programmes for sport career transition, as well as of training and development programmes for sport career transition practitioners from 19 countries worldwide. The purpose of Study 1 was to examine the following five features of sport career transition organisational intervention programmes and training and development programmes for sport career transition practitioners: 1) At the government level, which organisation is responsible for the delivery of sport career transition organisational intervention programmes? 2) What is the typical strategy of sport career transition organisational intervention programmes? 3) Which activities and events are included in sport career transition organisational intervention programmes? 4) Who is responsible for the delivery of sport career transition organisational intervention programmes? and 5) Do sporting organisations have training and development programmes for sport career transition practitioners? Findings from Study 1 were used to inform Study 2 and to supplement the literature review. According to the literature, training and development programmes for sport career transition practitioners remain scarce, while the number of sport career transition organisational intervention programmes is gradually increasing. The purpose of Study 2 was to develop and evaluate a novel psycho-educational curriculum for sport career transition practitioners. There were three stages of development and evaluation: (1) content development, (2) curriculum design and (3) curriculum evaluation. To achieve the goal of Study 2, a focus group and a two-round Delphi method were implemented. The final version of the psycho-educational curriculum is presented in Chapter 5. The purpose of Study 3 was to test a key aspect of the psycho-educational curriculum developed in Study 2 concerning 38 competences of sport career transition practitioners. A curriculum package consisting in the key parts from the overall curriculum was developed for Study 3. The findings revealed that the curriculum package positively affected the confidence of the study participants in 38 competences concerning sport career transition. This demonstrates that the curriculum is effective for the development of sport career transition practitioners, as the study participants exhibited greater confidence on all four factorsDual Career Transition Management, Skill Transfer, Social Support, and Career Planningwhen completing the curriculum package. The discussion in Chapter 7 focuses on both the theoretical and practical implications of the research, limitations and future research directions. In conclusion, the findings presented here deepen the knowledge of sport career transition in the areas of organisational intervention programmes for high performance athletes and training and development programmes for sport career transition practitioners. In addition, a novel psycho-educational curriculum for sport career transition practitioners is developed and evaluated.