Mokslinėje literatūroje daug kalbama apie moksleivių problemas bei socialinio pedagogo darbą, padedant jas spręsti, tačiau labai mažai analizuojama, kaip socialinės pedagoginės pagalbos teikimą vertina jos gavėjai (moksleiviai, tėvai) ir teikėjai (pedagogai). Tyrimo objektas – ugdymo proceso dalyvių (ugdytinių, tėvų, pedagogų) nuomonė apie socialinės pedagoginės pagalbos mokykloje teikimą. Tyrimo tikslas – atskleisti ugdymo proceso dalyvių (ugdytinių, tėvų, pedagogų) nuomonę apie socialinės pedagoginės pagalbos mokykloje teikimą. Tyrimo uždaviniai: 1) Išanalizuoti mokslinę, pedagoginę, psichologinę literatūrą, teisinių duomenų bazę ir aptarti teorinius tyrimo aspektus. 2) Remiantis mokslinės literatūros analize, pateikti socialinės pedagoginės pagalbos teikėjų kompetencijų turinį ir veiklos charakteristikas. 3) Atskleisti pagrindines problemas, lemiančias socialinės pedagoginės pagalbos poreikį. 4) Remiantis tyrimo rezultatais suformuluoti rekomendacijas socialiniams pedagogams. / There is a lot of talk about student problems and the work of social educators in the scientific literature, trying to help salving them, but there is very little analysis about the evaluations of social pedagogical assistance from the beneficiaries (students, parents) and providers (educators). The object of the research – The view of educational process participants (students, parents, educators) on the social pedagogical assistance in school. The purpose of the research – to reveal the views of educational process participants (students, parents, educators) about the social pedagogical assistance in school. Objectives of the study – 1) To analyze the scientific, pedagogical and psychological literature, the legal database, and discuss the theoretical aspects of the investigation. 2) Based on the analysis of scientific literature provide competency content and performance characteristics of educational assistance providers. 3) Uncover key issues that determines the need of pedagogic assistance. 4) Based on the results of the research formulate recommendations for social educators. The research methods: Analysis of scientific literature and documents, survey of students, parents and educators, statistical analysis of the data. 120 pupils from the schools of Pakruojis and its region participated in this survey, 46 parents and 66 educators and other specialists working in schools (social educator, psichologyst, teachers assistant, special educator, speech teacher). For the... [to full text]

Objektas – socialinių pedagogų kūrybingumo raiška profesinėje veikloje. Tikslas – nustatyti socialinių pedagogų kūrybingumo raišką profesinėje veikloje. Uždaviniai: 1. Įvertinti socialinių pedagogų kūrybingumo sampratos atitiktį teorinei kūrybingumo konceptualizacijai. 2. Nustatyti kokiose profesinės veiklos situacijose socialiniams pedagogams labiausiai reikalingas kūrybingumas 3. Įvertinti ar skiriasi socialinių pedagogų kūrybingumo kompetencijos raiška tarp trumpą ir ilgą darbo stažą turinčių soc .pedagogų. Hipotezės: 1. Praktinį darbą dirbančių socialinių pedagogų kūrybingumo samprata atitinka teorinę kūrybingumo konceptualizaciją. 2. Socialiniams pedagogams labiausiai kūrybingumas bus reikalingas individualiame darbe su vaikais. 3. Kūrybingumu pasižymės ilgesnį darbo stažą turintys socialiniai pedagogai. Problema: Šio darbo problematiką nusako poreikis įvertinti ar Lietuvoje socialinių darbuotojų kūrybingumas reiškiasi taip pat, kaip Vakarų Europos šalyse ir kokie asmeniniai veiksniai susiję su socialinių pedagogų kūrybingumu. Lietuvoje socialinių pedagogų kūrybingumas beveik nėra tyrinėtas Lietuvos autorių, tad šiame darbe kūrybingumas yra nagrinėjamas kaip svarbi profesinė kompetencija, kuri reiškiasi įvairiose socialinio pedagogo darbo veiklose. Išvados 1. Socialinių pedagogų turima kūrybingumo samprata atitinka teorinę konceptualizaciją, pateikiamą mokslinėje literatūroje: kūrybingumas – tai nuo veiklos srities priklausantis subjektyvus konkretaus asmens... [toliau žr. visą tekstą] / Purpose – explore the manifestation of creativity in the domain of social education. Objectives: 1. To compare social educators’ subjective creativity with theoretical conceptualization. 2. To set the main professional roles in which social educators‘ creativity is needed 3. To evaluate the role of service length for social educators’ subjective creativity. Hypotheses: 1. Subjective creativity in the domain of social education corresponds with the theoretical conceptualisation of creativity. 2. Social educators’ creativity is mostly needed in the domain of direct service. 3. The longer service length it is associated with the higher level of subjective creativity. Probem of this paper is to describe the need to clarify the concept of subjective creativity in the domain of social education. Social educators’ subjective creativity is underreasearched area in Lithuanian creativity investigations. Creativity is important professional competence, so the reasearch is valuable for the development of social educators’ professional roles. Conclusions 1. Social educators’ subjective creativity coresponds to theoretical conceptualization of the phenomenon. Creativity in the domain of social education can also be defined using the definition of C.Ford and D.Gioia (2000), e.g. it is individual domain, specific results, which are new and valuable. Social educators’ are in agreement that every duty can be done creatively and creativity is manifested in everyday activities. Only a... [to full text]

Darbe atlikta teorinė socialinio pedagogo veiklos galimybių nepilnamečių šeimos planavimo prevencinėje veiklos analizė, išskirti pagrindiniai veiksniai, pagrindžiantys socialinio pedagogo veiklos galimybių modeliavimo būtinybę nepilnamečių šeimos planavimo prevencinėje veikloje. Nepilnamečių focus grupės diskusijos metodu atliktas tyrimas, kurio tikslas - atskleisti socialinio pedagogo veiklos modeliavimo galimybes nepilnamečių šeimos planavimo prevencijos procese. Atlikta tyrimo duomenų analizė, taikant teksto turinio (content) analizės metodą. Tyrime dalyvavo 9 14-16 metų amžiaus nepilnamečiai, kurie mokosi „X“ bendrojo lavinimo mokyklos 8-10 klasėse. Tyrimo dalyvių imtį sudarė 6 mergaitės ir 3 berniukai. Empirinėje dalyje nagrinėjami 14-16 metų nepilnamečiams reikšmingų reiškinių sampratos bei reikšmė, atskleista šeimos planavimo samprata bei struktūrą, išskirtos pagrindinės socialinio pedagogo veiklos galimybės nepilnamečių šeimos planavimo prevencinės veiklos procese, akcentuoti socialinio pedagogo inicijuojamos prevencinės veiklos trūkumai bei problemos, reikalaujančios sprendimų bei tobulinimo. Remiantis atlikta mokslinės literatūros analize bei nepilnamečių focus grupės diskusijos metu gautais duomenimis, parengtas bei pagrįstas socialinio pedagogo veiklos galimybių modelis nepilnamečių šeimos planavimo prevencijos procese. Svarbiausios empirinio tyrimo išvados: 1. Respondentų nuostatos atskleidė bei pagrindė šią šeimos planavimo prevencijos proceso... [toliau žr. visą tekstą] / The work carried out theoretical social pedagogue business opportunities minors in preventive family planning performance analysis, the main source of social support of teacher modeling of business opportunities need to minors in preventive family planning activities. Juvenile focus group discussion method of study, which aims - to reveal the social educator performance modeling for the prevention of juvenile family planning process. Performed data analysis using the content of the text (content) analysis. The study involved nine minors aged 14-16 who are learning the "X" of general education classes 8-10. The study participants consisted of 6 girls and 3 boys. The empirical part deals with the 14-16 minors significant events and significance of the concept, revealed the family planning concept and structure, the main teacher of social activity opportunities juvenile family planning preventive action process, to highlight the social educator initiated preventive shortcomings and problems that require solutions and improvements. Based on the analysis of scientific literature and minors in focus group discussions during the data obtained and prepared based on the social model of teacher performance potential of juvenile family planning prevention process. The main conclusions of the research: 1. Respondents highlighted the provisions of this family based prevention planning process consistency and structure of its basic elements , highlighted the school social teacher... [to full text]

The study aims to examine some teachers' and students' conceptions of drama in schools and in after-school centers. “Educator” in this study refers to after-school leaders and drama teachers.  The study is limited to three educators and three students at a public school in the Stockholm area. This study considers the following questions: How do educators use drama in schools and in after-school centers? How do students perceive drama in schools and in after-school centers? What importance do educators think that drama has for students? The study draws on the socio-cultural theory on teamwork and social interaction. The survey contains interviews and is inspired by the phenomenographic approach as a method. The results show that teachers use drama in different ways, oftentimes integrated with other school subjects, particularly with Swedish. Students feel that they have use of what they learn during drama in other school subjects. Both educators and students perceive participation and cooperation (including the fact that students help each other during the drama process and that students can learn from each other in drama lessons), to be important elements of drama teaching. The teachers and one of the students feel that through drama, students become bolder. Two out of the three teachers believe that through drama, knowledge becomes practical and is really learned by the students. By working with conflict-resolution in drama, students practice how to express their opinion in front of others, gain understanding of each other’s differences, and put themselves in other people’s situations in order to - through communication - learn how to resolve conflicts themselves. One of the teachers perceives the social training that occurs through drama to be significant. The educators believe that students are strengthened in their self-esteem and self-confidence through drama, and that through an inner experience, increase their self-awareness. The educators and students see drama as a forum in which students can use and develop their imagination and creativity. / Undersökningen syftar till att undersöka några pedagogers och elevers uppfattningar om drama i skolan och på fritidshemmet. Med pedagog menas i denna undersökning fritidspedagoger och dramapedagoger. Undersökningen begränsas till tre pedagoger och tre elever på en kommunal skola i Stockholmsområdet. Denna undersökning utgår från följande frågeställningar: Hur använder pedagogerna sig av drama i skolan och på fritidshemmet? Hur uppfattar eleverna drama i skolan och på fritidshemmet? Vilken betydelse anser pedagogerna att drama har för eleverna? Undersökningen stödjer sig på den sociokulturella teorin med samspel och social interaktion. Undersökningen innehåller kvalitativa intervjuer och är inspirerad av den fenomenografiska ansatsen som metod. Resultatet visar att pedagogerna använder sig av drama på olika sätt, ofta integrerat med andra skolämnen och då framförallt med svenskämnet. Eleverna uppfattar att de har användning av det de lär sig på dramat i andra skolämnen. Både pedagogerna och eleverna uppfattar delaktigheten och samarbetet, bl.a. att eleverna hjälper varandra under dramaprocessen och att eleverna kan lära av varandra i dramat, som viktiga delar av dramaundervisningen. Pedagogerna och en av eleverna anser att genom drama blir eleverna modigare. Genom drama anser två av de tre pedagogerna att kunskapen blir praktisk och verkligen lärs in hos eleverna. Genom att i drama arbeta med konflikthantering får eleverna träna på att uttrycka sin åsikt framför andra, få förståelse för varandras olikheter och sätta sig in i andras situation för att genom kommunikation kunna lösa konflikter själva. En av pedagogerna uppfattar den sociala träning som uppstår genom dramat som betydelsefull. Pedagogerna anser att eleverna stärks i sin självkänsla och i sitt självförtroende genom dramat och genom en inre upplevelse ökar sin självkännedom. Pedagogerna och eleverna ser drama som ett forum där eleverna får användning för och kan utveckla sin fantasi och kreativitet.

This study has investigated the problems experienced by female educators in relation with their job satisfaction by focussing on: The nature of job satisfaction; The problems and factors which cause job satisfaction/job dissatisfaction among female educators; To achieve these goals a literature study and an empirical study has been conducted. The literature study was undertaken by consulting primary and secondary sources. After the nature of job satisfaction and the problems causing satisfaction or dissatisfaction were established and discussed, a questionnaire was drafted. From a review of the literature, it appeared that the problems experienced by the female educators were intrinsic problems, within the classroom, outside the classroom, and within the community. A study population was used in which female educators who worked in secondary schools in the Potchefstroom District were involved. The empirical investigation indicated that the major problems experienced by the female educators were mostly outside the classroom. A minor problem for female educators appears to be that the learners are not under the obligation to tell if they are HIV/Aids infected. Also safety does not seem to be of influence on the job satisfaction of female educators in secondary schools / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

This research study deals mainly with the educator professionalisation in the post democratic South Africa, paying attention to the role of a professional council in promoting educator professionalism. The status and image of teaching in this country seem to have been viewed From the racial and cultural differences of communities previously. The democratic dispensation brought an end to this unfair racial and cultural discrimination in the education system through the establishment of a non-racial professional council for educators (i.e. SACE). The research aims are to determine: - The characteristics of a professions and those needed for educator professionalism; and - the role of the a professional council in promoting educator professionalisation. In order to attain the above-mentioned research aims, a literature review and an empirical investigation were undertaken. The literature study was used to clarify concepts such as occupation, semi-profession, profession, professionalisation and professional status. Secondly, characteristics or common features associated with traditional models of professions (ie. accounting, law and medicine) were discussed from a theoretical point of view. Lastly, the literature study highlighted the establishment of professional councils for educators in other parts of the world, including South Africa. The different forms of legislation and policy documents applicable in education were discussed. In order to determine the extent to which teaching adheres to or fulfils the characteristics associated with a profession, teaching was tested against these characteristics. The history of the establishment of SACE was briefly discussed and the objectives or role of this organisation in educator professionalisation concluded this chapter. The empirical research was conducted by using the questionnaire as a measuring instrument. The advantages and disadvantages of the questionnaire as measuring instrument were highlighted. The target population comprises of 239 educators from a total population of 2070 educators in Lejweleputswa and Northern Free State Education Districts -Free State Province. The data collected in the investigation was processed through the SAS computer package to establish frequencies and percentages of responses mean scores ranking, t-test procedures and the effect sizes. The results were then presented tables, analysed and interpreted in accordance with the literature study. The literature study revealed that like all other occupations, teaching aspires to attain recognition and status as a profession. It was also revealed that teaching partially satisfy characteristics associated with professions. The empirical study revealed that the employment of un- or under qualified educators is still prevalent in South African schools. In the last chapter, Chapter 5, conclusions from the literature review and empirical investigation were drawn. The recommendations with regard to the role of SACE in educator professionalisation were provided. Finally based on the research, future research studies in SACE and educator professionalism were recommended. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

According to legislation, common law and case law, South African educators have a responsibility to ensure the safety of learners. Above all, God has placed children in our care and it is our God-given duty to take care of them. For educators to be able to perform this duty of care as it should be, they need to be equipped with the necessary legal knowledge. However, the acquisition of this knowledge remains the primary responsibility of each educator. Other educational role-players also have some moral obligation and responsibility to assist educators in attaining such knowledge. As educators should acquaint themselves with the relevant legislation regarding duty of care, such legislation should be accessible to all educators. Principals should encourage educators to become acquainted with the content of the relevant education laws. All the determinants regarding duty of care ought to be general knowledge to educators. Principles such as what torts comprise of, the requirements of delictual accountability, reasonable foreseeability and preventability and the reasonable educator test should be as well-known as subject didactical knowledge. Real-life situations and case law should be used to ensure a clear understanding of these principles. Tendencies in international law should also be communicated to educators. This study determined that educators do not have sound legal knowledge to meet the minimum requirements set by legislation, common law and case law. Tertiary institutions will have to compile training programs urgently so that education departments, trade unions, governing bodies and principals can make it available to educators, who, in turn can empower themselves with relevant, practical education law knowledge. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

The first democratic elections held in South Africa in 1994 brought about many changes in the South African education system. Among the new policies and legislations introduced to transform the education and training system was the introduction of Outcomes-Based Education (OBE), commonly known as curriculum 2005 to accommodate the needs of all learners and society as a whole (Williams 2002:2). As a result of these changes, many educators, especially those at secondary schools found themselves in the state of uncertainty about the relevance of their skills in the classroom situation. These educators found themselves in need of skills and knowledge that would enable them to cope with the educational challenges. Ravhudzulo (2004: 1) notes that if SSEs are to move with changes and provide quality education, they need INSET and should be involved in it throughout their careers. After all, educators and principals are a school's most important resource and continual investment in their professional development contributes to raising the quality and standards of learners' learning and achievement. In the Free State Province, for example, School Management Developers (SMGDS) have the responsibility to establish what knowledge, skills and abilities are essential to enable SSEs to perform their jobs competently. Based on the foregoing, an exploratory research study was conducted to investigate the role function of the SMGDS as providers of INSET for SSEs in the Thabo Mofutsanyana Education District (TMED) of the Free State Province. The research was conducted by means of a literature study and an empirical investigation. The literature review explored various definitions of INSET and related concepts as used in the United Kingdom (UK) and South Africa. The empirical study investigated the role of SMGDS as providers of INSET for SSEs in TMD of the Free State Province by using questionnaires administered to fifty-two secondary schools in the TMD. The research findings indicated that there is a need for SMGDS to provide vigorous INSET programmes in order to improve SSEs' knowledge and skills. The type of INSET provided to SSEs becomes relevant only if their needs are addressed. Based on the literature- and empirical research findings, recommendations were made for the Department of Education regarding the need for SMGDS to provide INSET to SSEs. Further indications are that INSET provided by SMGDS improves educator performance in the classroom. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

This study focuses on the impact that relinquishing a child for adoption has on adolescent birthmothers. The study seeks to understand factors leading up to the adoption, the adoption process and factors impacting negatively on the birthmother following adoption, which influence school performance negatively. The factors impacting negatively on school performance are delineated by an empirical study founded on relevant literature. Five others who relinquished their babies for adoption were interviewed. Correlations were drawn between the factors identified within the literature study and new factors emerging h m the interviews. The study aims to provide Life Orientation educators with information regarding adoption, the adoption process and the impact adoption has on the birthmothers. Furthermore the study seeks to provide guidelines for the Life Orientation educators to help other work through factors that impact negatively on their school performance. The results of the study delineate seven definite factors impacting negatively on the birthmothers and their school performance. The school performance of the others to whom these Factors can be attributed, deteriorated drastically, while birthmothers who felt content with their decision showed almost no deterioration in their school performance. Further study with a greater number of birthmothers is needed to confirm the results obtained within this study. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

The first democratic elections held in South Africa in 1994 brought about many changes in the South African education system. Among the new policies and legislations introduced to transform the education and training system was the introduction of Outcomes-Based Education (OBE), commonly known as curriculum 2005 to accommodate the needs of all learners and society as a whole (Williams 2002:2). As a result of these changes, many educators, especially those at secondary schools found themselves in the state of uncertainty about the relevance of their skills in the classroom situation. These educators found themselves in need of skills and knowledge that would enable them to cope with the educational challenges. Ravhudzulo (2004: 1) notes that if SSEs are to move with changes and provide quality education, they need INSET and should be involved in it throughout their careers. After all, educators and principals are a school's most important resource and continual investment in their professional development contributes to raising the quality and standards of learners' learning and achievement. In the Free State Province, for example, School Management Developers (SMGDS) have the responsibility to establish what knowledge, skills and abilities are essential to enable SSEs to perform their jobs competently. Based on the foregoing, an exploratory research study was conducted to investigate the role function of the SMGDS as providers of INSET for SSEs in the Thabo Mofutsanyana Education District (TMED) of the Free State Province. The research was conducted by means of a literature study and an empirical investigation. The literature review explored various definitions of INSET and related concepts as used in the United Kingdom (UK) and South Africa. The empirical study investigated the role of SMGDS as providers of INSET for SSEs in TMD of the Free State Province by using questionnaires administered to fifty-two secondary schools in the TMD. The research findings indicated that there is a need for SMGDS to provide vigorous INSET programmes in order to improve SSEs' knowledge and skills. The type of INSET provided to SSEs becomes relevant only if their needs are addressed. Based on the literature- and empirical research findings, recommendations were made for the Department of Education regarding the need for SMGDS to provide INSET to SSEs. Further indications are that INSET provided by SMGDS improves educator performance in the classroom. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.