Viena iš sveiko gyvenimo būdo formavimo veiksnių yra sveikatos raštingumas. Socialinis ugdymas ir pagalba, tame tarpe psichologinė-pedagoginė, šeimoms, auginančioms vaikus, yra viena svarbiausių socialinės apsaugos krypčių. Tokios veiklos svarba yra neabejotina, siekiant užtikrinti visapusišką vaikų gyvenimą dabar ir ateityje: tinkamą buitį, socialinį-psichologinį saugumą, auklėjimą ir kt. Darbo tikslas: atskleisti visuomenės požiūrį į šeimos pedagogo vaidmenį vaiko sveikatos raštingumo ugdyme. Uždaviniai: 1. Nustatyti visuomenės požiūrį į šeimos pedagogo poreikį. 2. Atskleisti visuomenės nuomonę apie šeimos pedagogo specializacijų poreikį. 3. Įvertinti visuomenės požiūrį į šeimos pedagogo vaidmenį sveikatos raštingumo ugdyme. Tyrimo metodika. Duomenų surinkimui pasirinktas metodas – anketinė šeimų, auginančių vaikus apklausa. Respondentų (šeimų, auginančių vaikus) atrankai naudotas prieinamų atvejų būdas. Siekiant išsiaiškinti šeimos pedagogų poreikį bei jų vaidmenį sveikatos raštingumo ugdyme buvo apklausta 126 šeimų atstovai. Iš jų 80,2 proc. sudarė moterys ir 19,8 proc. – vyrai, 54,8 proc. miesto ir 45,2 proc. rajono tipo gyvenviečių ir kaimo gyventojai. Respondentų amžiaus vidurkis 38,9 metai (standartinė paklaida (SD) - 0,7 metai). Jauniausias asmuo buvo 24, vyriausias – 65 metų amžiaus. Tyrime dalyvavę respondentai augino nuo 1 iki 5 vaikų. Pirmojo vaiko amžiaus vidurkis buvo 10,8 (SD = 0,5 metai), penktojo – 20,8 (SD = 0,8 metai). Rezultatai. Respondentų nuomonė... [toliau žr. visą tekstą] / One of the main conditions for the promotion of healthy lifestyle is health literacy. Social education and assistance including psychological-pedagogical aid for families with children becomes one of the most significant approaches to social security. The importance of a certain activity is undeniable, especially in order to ensure children’s everyday life now and in future: proper household, social-psichological safety, education, etc. Aim of the study. The aim of research is to reveal the public attitude towards the influence of the family pedagogue in the development of health literacy. Tasks: 1. To determine the public attitude towards the demand of the family pedagogue. 2. To reveal the public attitude towards the demand of specializations of the family pedagogue. 3. To estimate the public attitude towards the influence of the family pedagogue in the development of health literacy. Methods. Questionnaire poll, which was filled in by families having children. This method allows selecting large amount of data. A survey covering the opinion of 126 families’ was carried out, in order to ascertain the influence of the family pedagogue in the health literacy education. 80,2 % of the respondents were women and 19,8 % – men. 54,8 % respondents were from urban and 45,2 % from rural areas. The average age of the respondents was 38,9 (Standard deviation (SD) - 0,7). The number of children in the respondents’ families ranged from 1 to 5 children. Results. The attitude of... [to full text]

Teorinėje dalyje analizuoti įvairių Lietuvos ir užsienio autorių mokslinės literatūros šaltiniai, nagrinėta konflikto samprata, ištakos, jų rūšys. Socialiniu ir pedagoginiu aspektais atskleistos mokinių ir mokytojų sąveikos problemos, ypatumai. Nagrinėti tarpasmenių santykių disbalanso raiškos veiksniai profesinėje mokykloje ir juos analizuojant bandoma atskleisti bendravimo problemų vertinimo skirtumų specifiką. Analizuota kaip abi konfliktuojančios pusės reaguoja į konfliktines situacijas, skiriasi ar sutampa mokinių ir mokytojų bendravimo problemų vertinimo specifika. Darbe atskleidžiama profesinės mokyklos mokinių ir mokytojų nuomonė apie konflikto ištakas bei socialinio pedagogo kaip tarpininko tarp konfliktuojančių pusių vaidmenį. Iškelta hipotezė, kad ypač dažnus mokinių ir mokytojų konfliktus lemia bendravimo problemų vertinimo skirtumų specifiką ir ji yra sustiprinama pedagogų elgesiu. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - atskleisti bendravimo tarp mokytojų ir mokinių vertinimo skirtumų specifiką. Atlikta statistinė (aprašomoji dažnių, vidurkių, koreliacijos) duomenų analizė. Tyrime dalyvavo 260 profesinės mokyklos moksleivių ir 50 mokytojų. Svarbiausios empirinio tyrimo išvados: 1. Nustatyta, kad moksleiviai kaip pagrindinį veiksnį įtakojantį konfliktinių situacijų atsiradimą nurodo mokytojų nenorą suprasti jaunimą, o mokytojai – mokinių motyvacijos trūkumą. 2. Konfliktinių situacijų atsiradimą įtakoja sąveikaujančių pusių... [toliau žr. visą tekstą] / The final work focuses on the causes of the conflicts among vocational training participants: specifics of the relationships and preconditions for conflicts prevention. The hypothesis of the research is the following: teachers and students come into conflict due to specificity of differences in estimation of the communication problems, what are consolidated by accents of pedagogical behavior. It was derived from analysis of the scientific courses published by various Lithuanian and foreign authors and the resent researches. In conformity with these declared problems and hypothesis, the aim of the research was to develop the specific of the difference in estimation of relationship between teachers and students in vocationally oriented school. To implement this aim the following tasks and research methods were used: study the scientific literature, analysis of pedagogical working experience, analysis students’ and teachers’ opinions about causes of conflicts and impact of school sociologist in school dispute between two warring sides, observation of the reaction to the conflict, questionnaire, analysis of statistics. The research working group was formed in the vocational school, in which took part 260 students and 50 teachers. The empirical research has lead to the following conclusions: • Students identify the reasons of the conflicts as a teacher’s indisposition to understand young people, teachers stress on lack of students’ motivation. • The rise of a conflict is... [to full text]

Disertacijoje siekiama teoriškai pagrįsti ir sukurti bibliotekininko edukatoriaus ugdymo koncepcinį modelį profesionalius bibliotekininkus rengiančioje aukštosios mokyklos studijų programoje. Tikslui pasiekti išanalizuotas bibliotekininko edukatoriaus poreikis besimokančioje visuomenėje bei apibrėžta bibliotekininko edukatoriaus samprata, vaidmuo, gebėjimų visuma ugdant informacinį raštingumą; nustatyta dabartinė bibliotekininkų edukatorių rengimo būklė, susiejant ją su besimokančios visuomenės poreikiais bei sukonstruotas bibliotekininko edukatoriaus ugdymo koncepcinis modelis; įvertintas bibliotekininko edukatoriaus ugdymo koncepcinio modelio validumas realioje aplinkoje ir pasiūlytas šio modelio praktinis taikymas profesionalius bibliotekininkus rengiančioje aukštosios mokyklos studijų programoje. Atsižvelgiant į tai, kad informacinio raštingumo gebėjimų ugdymas Europos Sąjungos ir Lietuvos strateginiuose dokumentuose yra vienas iš instrumentų įgyvendinant besimokančią visuomenę, bibliotekininko edukatoriaus ugdymas yra aktualus ir pagrįstas. Bibliotekininkas edukatorius įgyvendindamas visuomenės informacinio raštingumo gebėjimų ugdymą užtikrina besimokančios visuomenės plėtrą, nes ugdo gebėjimą nustatyti reikalingos informacijos pobūdį ir mastą, efektyviai ir veiksmingai pasiekti reikalingą informaciją, kritiškai ją vertinti bei kūrybiškai pasinaudoti savo asmeniniams, individualiai ar dirbant komandoje efektyviai naudotis informacija siekiant užsibrėžto tikslo ir... [toliau žr. visą tekstą] / The dissertation is aimed at theoretical substantiation and framing of the conceptual model of librarian-educator’s training within the university study programme designed for the training of professional librarians. Pursuing the above-stated objective the need for librarians-educators in the learning society has been analysed and the concept, role and set of competences necessary for the development of information literacy have been defined; current situation in librarian-educator’s trainings has been identified coupling it with the needs of the learning society and the conceptual model of librarian-educator’s training has been framed; the validity of the conceptual model of librarian-educator’s training in real environment has been evaluated and practical application of the said model within the framework of the university study programme aimed at the training of professional librarians has been proposed. Taking into consideration the fact that in European Union and Lithuanian strategic documents development of information literacy skills is identified as an instrument for the development of the learning society, it can be stated that the training of librarians-educators is relevant and substantiated. Through the training of information literacy skills librarian-educator ensures the development of the learning society as he/she nurtures the ability to identify the nature and scope of required information, effectively access, critically evaluate and creatively use the... [to full text]

The dissertation is aimed at theoretical substantiation and framing of the conceptual model of librarian-educator’s training within the university study programme designed for the training of professional librarians. Pursuing the above-stated objective the need for librarians-educators in the learning society has been analysed and the concept, role and set of competences necessary for the development of information literacy have been defined; current situation in librarian-educator’s trainings has been identified coupling it with the needs of the learning society and the conceptual model of librarian-educator’s training has been framed; the validity of the conceptual model of librarian-educator’s training in real environment has been evaluated and practical application of the said model within the framework of the university study programme aimed at the training of professional librarians has been proposed. Taking into consideration the fact that in European Union and Lithuanian strategic documents development of information literacy skills is identified as an instrument for the development of the learning society, it can be stated that the training of librarians-educators is relevant and substantiated. Through the training of information literacy skills librarian-educator ensures the development of the learning society as he/she nurtures the ability to identify the nature and scope of required information, effectively access, critically evaluate and creatively use the... [to full text] / Disertacijoje siekiama teoriškai pagrįsti ir sukurti bibliotekininko edukatoriaus ugdymo koncepcinį modelį profesionalius bibliotekininkus rengiančioje aukštosios mokyklos studijų programoje. Tikslui pasiekti išanalizuotas bibliotekininko edukatoriaus poreikis besimokančioje visuomenėje bei apibrėžta bibliotekininko edukatoriaus samprata, vaidmuo, gebėjimų visuma ugdant informacinį raštingumą; nustatyta dabartinė bibliotekininkų edukatorių rengimo būklė, susiejant ją su besimokančios visuomenės poreikiais bei sukonstruotas bibliotekininko edukatoriaus ugdymo koncepcinis modelis; įvertintas bibliotekininko edukatoriaus ugdymo koncepcinio modelio validumas realioje aplinkoje ir pasiūlytas šio modelio praktinis taikymas profesionalius bibliotekininkus rengiančioje aukštosios mokyklos studijų programoje. Atsižvelgiant į tai, kad informacinio raštingumo gebėjimų ugdymas Europos Sąjungos ir Lietuvos strateginiuose dokumentuose yra vienas iš instrumentų įgyvendinant besimokančią visuomenę, bibliotekininko edukatoriaus ugdymas yra aktualus ir pagrįstas. Bibliotekininkas edukatorius įgyvendindamas visuomenės informacinio raštingumo gebėjimų ugdymą užtikrina besimokančios visuomenės plėtrą, nes ugdo gebėjimą nustatyti reikalingos informacijos pobūdį ir mastą, efektyviai ir veiksmingai pasiekti reikalingą informaciją, kritiškai ją vertinti bei kūrybiškai pasinaudoti savo asmeniniams, individualiai ar dirbant komandoje efektyviai naudotis informacija siekiant užsibrėžto tikslo ir... [toliau žr. visą tekstą]

My essay begins with a story in which I portray different communicative situations at the preschool unit Myran. The children in my story are at an early stage of development and they all suffer from multiple disabilities which inhibit their ways of communicating. Through my story, I describe how I perceive different communication dilemmas in my work place. A difficulty I cover in my essay is how the educator knows if he or she has interpreted a child correctly when it does not have a verbal communication and therefore is completely dependent on the educators’ interpretations of its communication efforts. The purpose of my essay is to demonstrate the educator´s role in communication, and I want to highlight how children with multiple disabilities communicate. I also want to investigate how important communication is in a child´s learning process. The question I ask myself is how the communication between an educator and a multiply disabled child looks like and also what nature of communication is. The method I use is the essay form where my reflection takes up a large part. In my reflection I start from my experience-based story and by making use of literature addressing various theories of communication, I arrive at the conclusion that the educator has a decisive role for developing a child´s communication skill.

Ikimokyklinio ugdymo įstaiga – institucija, kuri daro įtaką socialinei ir emocinei vaiko raidai, kur tėvų auklėjamąsias pareigas pratęsia kvalifikuoti ikimokyklinio ugdymo pedagogai. Ikimokyklinės institucijos yra atsakingos už vaiko socializaciją, kokybišką priežiūrą ir ugdymą, tačiau tėvai ir pedagogai ne visada atsižvelgia į vaiko gebėjimus, poreikius, nes tam pritrūksta laiko ir neretai žinių. Auklėtojai nesimoko tokių programų, kurios suteiktų tam tikrų gebėjimų tinkamam socialiniam ugdymui. Socialinis pedagogas - tai kompetentingas asmuo, kuris gali dirbti ikimokyklinėse institucijose bei sudaryti sąlygas vaiko socializacijai, ankstyvajai prevencijai bei socialinei pedagoginei reabilitacijai. / Pre-school education institution – an institution, which affects social and emotional development of the child, where educational responsibilities of parents are extended by qualified pre-school educators. Pre-school institutions are responsible for child's socialization, quality of care and education, but parents and educators do not always take into account child's abilities and needs, because of lack of time and knowledge. Educators do not learn from socialization programs, which could give them proper social skills development. Social educator - a competent person, who can work in pre-school education institutions and facilitate child's socialization, allow early prevention and social pedagogical rehabilitation.

Bakalauro darbe analizuojamas socialinio pedagogo įvaizdis ugdymo proceso dalyvių vertinimu. Teorinė analizė atskleidžia, jog esminiai veiksniai, skatinantys neigiamą socialinio pedagogo įvaizdį yra: mažas atlyginimas, papildomo darbo paieškos, nedidelės pastangos bei noras kelti profesijos kvalifikaciją, papildomų darbų atlikimas, kurie nėra įtraukti į socialinio pedagogo pareigybės aprašymą, kolegų ir mokyklos administracijos abejingumas socialinio pedagogo kaip specialisto veiklai. Praktinis ir mokslinis tyrimo aktualumas suponuoja tokius probleminius klausimus: Kaip ugdymo proceso dalyviai vertina socialinio pedagogo profesinį įvaizdį? Kaip skirtingi ugdymo proceso dalyviai vertina socialinio pedagogo profesinius gebėjimus, vertybines nuostatas, vizualinį (išorinį) žmogaus portretą, kvalifikacijos kėlimą, kaip profesinio įvaizdžio sudedamąsias dalis? Koks yra ryšys tarp socialinio pedagogo atliekamo vaidmens ir įvaizdžio? Bei kokios galimos įvaizdžio gerinimo galimybės? Tyrimo objektas – socialinio pedagogo profesijos įvaizdis ugdymo proceso dalyvių vertinimu. Tyrimo tikslas – atskleisti socialinio pedagogo profesijos įvaizdį ugdymo proceso dalyvių vertinimu. Tyrimo duomenys renkami naudojant anketinės apklausos raštu metodą. Anketa sudaryta taikant uždaro ir atviro tipo klausimus bei skirta ugdymo proceso dalyviams (N=102) (socialiniams pedagogams, pedagogams bei tėvams). Tyrimo duomenys buvo apdoroti SPSS (Statistical Package For Social Science) programine įranga (19... [toliau žr. visą tekstą] / The final paper presents an analysis of the image of social educators as assessed by the participants of the education process. The theoretical analysis reveals the following key factors promoting the negative image of social educators: low salaries, search for additional work, meager endeavor and desire to further develop their professional qualification, performing additional tasks not included into the social educator job description and indifference of colleagues and school administration towards the activities of social educator as a specialist. The practical and scientific relevance of the study presupposes the following research questions: How is the professional image of social educator assessed by the participants of the education process? How are the professional skills, values, visual (external) human image and qualification development of social educators as constituents of their professional image assessed by the different participants of the education process? What is the connection between the role of social educators and their image? What are the available image improvement possibilities? The research object is the professional image of social educators as assessed by the participants of the education process. The goal of the study is to reveal the professional image of social educators as assessed by the participants of the education process. The research data were gathered by using a written questionnaire-based survey. The survey was compiled from open and... [to full text]

The focus of this research is to develop a management strategy for school principals to assist educators deal with role conflict. Role conflict has proved to be one of the stumbling blocks towards educators’ career advancement as well as bringing and causing unnecessary tension at home. The nature of the educators’ home and the workplace roles has changed dramatically over the years as a result of the democratic dispensation. No longer is the work of a woman solely in the home whereas the same can be said of the man, wherein he had to provide for the whole family by working alone outside of the home. The success of any home presently, depends upon the joint efforts of both partners wherein they are expected to assist each other in preparing their children to face the outside world with renowned confidence. At work, affirmative action has proved to be the right tool in trying to strike a balance between men and women regarding occupying managerial positions. However, literature study has proved that the process is still farfetched as some women (married ones especially) prefer not to venture into those top positions due to pressure accompanying those positions. Their fear of assuming managerial positions is also fuelled by too much time they might spend at work which may negatively affect their marriage relationships. For this study a quantitative research method was preferred. A questionnaire was developed for participants to fill in at their own time without being coerced to do so. In all of these activities that the researcher was engaged in, ethical aspects of the empirical study was followed to the latter with the anonymity of participants being a top priority. After collecting data from participants, it was forwarded to the statistical consultation services for analysis and interpretation. Information was then obtained regarding whether a relationship of practical significant difference exists between the different biographical variables and the factors that contribute towards educators experiencing role conflict or not. Thereafter, some important findings were made from the results of the empirical study. The findings revealed that a management strategy was developed for principals to assist educators manage role conflict. In developing a management strategy for principals, different action steps are to be taken followed by monitoring and evaluating of each to determine progress. Recommendations for educators to deal effectively with role conflict were made followed by a motivation of each. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

The focus of this research is to develop a management strategy for school principals to assist educators deal with role conflict. Role conflict has proved to be one of the stumbling blocks towards educators’ career advancement as well as bringing and causing unnecessary tension at home. The nature of the educators’ home and the workplace roles has changed dramatically over the years as a result of the democratic dispensation. No longer is the work of a woman solely in the home whereas the same can be said of the man, wherein he had to provide for the whole family by working alone outside of the home. The success of any home presently, depends upon the joint efforts of both partners wherein they are expected to assist each other in preparing their children to face the outside world with renowned confidence. At work, affirmative action has proved to be the right tool in trying to strike a balance between men and women regarding occupying managerial positions. However, literature study has proved that the process is still farfetched as some women (married ones especially) prefer not to venture into those top positions due to pressure accompanying those positions. Their fear of assuming managerial positions is also fuelled by too much time they might spend at work which may negatively affect their marriage relationships. For this study a quantitative research method was preferred. A questionnaire was developed for participants to fill in at their own time without being coerced to do so. In all of these activities that the researcher was engaged in, ethical aspects of the empirical study was followed to the latter with the anonymity of participants being a top priority. After collecting data from participants, it was forwarded to the statistical consultation services for analysis and interpretation. Information was then obtained regarding whether a relationship of practical significant difference exists between the different biographical variables and the factors that contribute towards educators experiencing role conflict or not. Thereafter, some important findings were made from the results of the empirical study. The findings revealed that a management strategy was developed for principals to assist educators manage role conflict. In developing a management strategy for principals, different action steps are to be taken followed by monitoring and evaluating of each to determine progress. Recommendations for educators to deal effectively with role conflict were made followed by a motivation of each. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

During the past number of years the press in Namibia has been regularly publishing reports linking educators to some unacceptable conduct. The apparent increase in the frequency of educator misconduct coupled with relevant research in education law prompted this research to be carried out. Recent research shows that good labour relations promote mutual respect between employer and employee. In education, the good labour relations help to promote the achievement of the national goals on education. The aim of this research was to determine the nature and frequency of educator misconduct in public or government schools in Namibia. The research was also conducted to establish the extent to which educator misconduct affected learning and teaching in the schools as well as the effects on the well-being of the learners and other stakeholders in education. It was also aimed in this research to analyse the respective roles of those individuals, organisations or bodies, such as teacher unions, who are responsible for the management of educator misconduct. The findings from the review of policy documents, text books, journal articles and newspaper articles and the empirical research pointed out a high frequency of educator misconduct. Participants recommended that the supervisors and the employers have to do much more to curb the upsurge of educator misconduct. Educator misconduct was blamed for harmful effects to the learning and teaching of learners, as well as the wellbeing of other stakeholders. The research revealed that legislation plays an important role in the management of educator misconduct. Being consistent with the guidelines from legislation, jurisprudence and the common law regarding management of educator misconduct was established to be essential to ensure fairness to both learners and educators. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007