The main focus of the research was laid upon the application of educational technologies in vocational teaching. The results reveal that all educational technologies are applied in teaching process of Kėdainiai vocational training centre Lančiūnava branch. The majority of students are completely satisfied or satisfied with the application of educational technologies. The beginning of the research covered the development of the hypotheses – modern educational technologies help to master new information quicker than the traditional ones. The results of the students’ questionnaire confirm the hypothesis. According to the teachers’ position, the traditional technologies facilitates learning more than the most modern ones. In this case the hypothesis was rejected.

Parents’ interaction with pedagogues as equal partners is an important and unquestionable factor in a successful process of education. The practice shows that a problem of contact with parents arises. Therefore searching for new co-operation forms, seeking to ground the importance of parents’ pedagogical competences for continuity of preschool age children education and to ascertain the competences education possibilities, a research was made, in which parents’ opinions about pedagogical competences have been analysed, negative factors have been examined and parents opinion about the impact of pedagogical competences on children education continuity, parents and pedagogues co-operation was revealed. 282 respondents took part in the research: i.e. 60 parents of Šiauliai aesthetical education Study “Ko-dėl-čia”, 150 parents from the kindergarten “Kulverstukas”, 72 parents from Kužiai Kindergarten “Vyturėlis”. The following research methods were used in the thesis: scientific literature analysis, questionnaire, interview. Statistical analysis was made. Seeking to ensure the validity of the data received and legitimacy of the conclusions, the following data processing methods were used: relative frequency and percent frequency, correlation analysis (analysing data using Kruskal- Wallis test). The hypothesis of the research has proved out: it was established that the parents lack pedagogical knowledge. The results of the research show that education for parents is necessary... [to full text]

The aim of the master paper `Interaction of pedagogical and social functions of the instructor of an art amateur association is to reveal the pedagogical and social factions of the instructor of an art amateurs association. The object of investigation in qualitative evaluation of the interrelation between an art amateur association and it’s instructor. The author of the paper analyses qualitative evaluation of the interrelation between the participants of an art amateur association and their instructor reveals the interaction of pedagogical and social functions of the instructor of an art amateur association. She also analyses the motivation of the existence of an art amateurs association – the activities of an art amateur association – means of education and artistic development. Besides, the author investigates the functions (training, teaching, education) of the instructor of an association, educating the participants. Social functions – developing skills of full value modern social communication – are also analyzed. Investigating pedagogical and social functions of the instructor of an art amateur association and their interrelation, the author interrogated 200 participants of art amateur associations and presented the results in tables and diagrams. The conclusion is that the aim of the pedagogical (training, teaching, education) and social (training) functions of the instructor of an art amateur association is one – to help a persona s a personality to realize his... [to full text]

According to statistical date, 16 thousand children of Lithuania live in childcare homes, Every year nearly 3 thousand children are taken from their original families for various reasons and half of them settled in childcare institutions of different types. In these institutions they brought up by educators. Due to recent developments in the content of educational process in childcare, trying to implement family – based model of care as far as possible in order to consider children‘s rights and increase quality of care, functions of educators are also changing. There are not enough researches in scientific literature, devoted to this topic. Actuality of this problem induced this research, aimed at investigation of the pedagogical model of the functions of educators in childcare institutions in Lithuania. Objectives defined: - Create a theorethical model of pedagogical functions of educators, based on scientific literature. - Analyse the results of estimation of different pedagogical functions, done by educators themselves. - Assess the importace of different pedagogical functions in educational process, based on this analysis. - Disclose strengths and weaknesses in the educational work in childcare institutions. Main methodological approach in our research – holistic and humanistic approach towards the child. A quantitative empirical study was implemented through these stages: - Creating a theoretical model of educational functions, based on analysis of scientific... [to full text]

In this masters' work was defined the concept of competence; generalized theories about general and pedagogical competences, their constructive principles, methods, characteristics, levels;discussed new pedagogical competences in European Union, innovative context; revealed opportunities and means of pedagogical competences'development in school considering grown-up learning peculiarities.There is motivated that teachers constantly improve various pedagogical competences in their work place.

Globėjų (rūpintojų) savipagalbos grupė yra grindžiama bendradarbiavimo ir dalijimosi patirtimi principu. Grupės nariai padeda vieni kitiems spręsti iškilusius sunkumus ne tik vaikų, bet ir asmeninius, patys gali sulaukti pagalbos iš grupės vadovų, pasimokyti vieni iš kitų.Atlikus tyrimą paaiškėjo, jog vaikai, globojami šeimose, turi galimybę mokytis savarankiškumo, formuoti įgūdžius, tačiau išlieka galimi sunkumai adaptacijos periodu, pasireiškia sunkiai suvaldoma vaikų agresija, skirtinga patirtis, kas nulemia pokyčius globėjų (rūpintojų) šeimose bei skirtingas socializacijos situacijas. Socialiniai darbuotojai ir globėjai (rūpintojai) savipagalbą traktuoja per panašių problemų sprendimą, norą padėti ne tik sau, bet ir kitiems. Socialinių darbuotojų nuomone, savipagalbos grupių kūrimas ir globėjams (rūpintojams) teikiama pagalba yra prasminga dėl tarpusavio santykių, gerosios patirties, problemų sprendimo mechanizmo. Globėjų (rūpintojų) nuomone, savipagalbos grupėse yra palaikomos jų kompetencijos, kas teigiamai veikia globėjo (rūpintojo) santykius su vaiku, padeda perprasti vaiko poreikius, padeda pagilinti žinias ir leidžia globėjui (rūpintojui) jaustis komandos dalimi globos (rūpybos) situacijoje. / Self-help groups in foster-parenting are based on collaboration and sharing of common experience. Group members help each other in solving not only child related but personal problems as well; they can attain help from the group leaders, and learn from each other. The research revealed that family- fostered children tend to be more independent, they are able to form certain skills. However, some difficulties during period of adaptation remain, including barely manageable aggression, differing life experiences that shape changes in foster families, and different paths of socialization. Social workers and foster parents understand self-help groups as a possibility to solve similar problems, helping oneself and each other. Social workers believe that self-help groups can offer significant improvement in relationships, problem solving, and exchange of good practices. Foster parents believe that in self-help groups they can enhance their competencies, which in turn can improve their relationships with a child, help understanding his/her needs, and enrich their knowledge, helping feel a part of the team in a foster- parenting situation.

Regarding to the context of globalization and various losses that people experience, the socialization specific of children (age 7–11) who have experienced loss in the family was explored in this research. The main socio-moral values, that make the values’ internalization content as the basis of socialization, were identified. The peculiarities of values’ interception on the basis of behavior and emotions were set as well. Also the differences and similarities were stressed among the grieving and non-grieving children’s values internalization mechanisms. The survey has revealed both external and internal factors that may influence socialization processes for such children. Among external ones would be the experienced loss in the family, child’s status in the class, teacher’s attitude towards the child’s experienced loss, and educational help character. Among internal ones – child’s need to satisfy self identification through his/her attitude towards the experienced loss within family, towards the school, his/her status in the class, and self. The educational experiment allowed evaluating the effectiveness of main strategies to make grieving children’s socialization much favorable. Such children’s socialization becomes much easier, when it has helped them to: 1) have much positive (higher) status in the class, and 2) satisfy their need of self identification.

Regarding to the context of globalization and various losses that people experience, the socialization specific of children (age 7–11) who have experienced loss in the family was explored in this research. The main socio-moral values, that make the values’ internalization content as the basis of socialization, were identified. The peculiarities of values’ interception on the basis of behavior and emotions were set as well. Also the differences and similarities were stressed among the grieving and non-grieving children’s values internalization mechanisms. The survey has revealed both external and internal factors that may influence socialization processes for such children. Among external ones would be the experienced loss in the family, child’s status in the class, teacher’s attitude towards the child’s experienced loss, and educational help character. Among internal ones – child’s need to satisfy self identification through his/her attitude towards the experienced loss within family, towards the school, his/her status in the class, and self. The educational experiment allowed evaluating the effectiveness of main strategies to make grieving children’s socialization much favorable. Such children’s socialization becomes much easier, when it has helped them to: 1) have much positive (higher) status in the class, and 2) satisfy their need of self identification.

Mokymosi visą gyvenimą samprata šiuolaikiniame jos raidos etape numato sisteminę dermę tarp skirtingų besimokantį individą supančių aplinkų: visuomenės, rinkos, valstybės. Siekiant sukurti mokymosi visą gyvenimą perspektyvą nacionaliniame kontekste, būtina nustatyti nuolatinio švietimo prioritetus (visuomenės, rinkos, valstybės atžvilgiu) ir strategijoje užtikrinti jų sisteminę dermę. Darbe analizuojama teorinė pedagogų kompetencijos ir kvalifikacijos kėlimo medžiaga: pateikiama kvalifikacinių kategorijų samprata, naujųjų mokytojų vaidmenų palyginimas su senaisiais, nagrinėjamos kompetencijos bei jų reikšmė mokytojų kvalifikacijos kėlimui. Pateikiama teisės aktų, reglamentuojančių mokytojų kvalifikacijos kėlimą bei su juo susijusių procesų apžvalga, institucinė struktūra, atsakinga už kvalifikacijos kėlimą bei jų indėlis į kvalifikacijos kėlimo procesą. Atkreipiamas dėmesys į naująjį 2007 metais rugpjūčio 3 dieną priimtą Europos Bendrijų Komisijos komunikatą Tarybai ir Europos Parlamentui „Dėl mokytojų rengimo kokybės gerinimo“. Praktiniu tyrimu nustatyta, kad pedagogai kvalifikacijos kėlimą traktuoja kaip labai svarbų ir rimtą savo profesijos sudėtinę dalį; mokytojai daugiausia informacijos apie kvalifikacijos kėlimą sulaukia iš mokyklos administracijos arba kolegų; ryški tendenciją į mokytojų gaunamą kvalifikaciją seminarų, metodinio darbo ir paskaitų formas; didesnė dalis mokytojų nurodė, kad savišvieta jie užsiima kartais, tas pats pasakytina ir apie darbą komandoje... [toliau žr. visą tekstą] / The lifelong learning concept in the modern stage of its development provides a systematic conformity between the individual learners and the surrounding: society, market, state. In order to establish a lifelong learning perspective of the national context, it is necessary to set priorities for continuing education (public market, public relation), and the strategy to ensure their systematic conformity. Paper analyzes theoretical aspects of teachers’ education: content of qualifying category is given, comparing of new and old teachers certification system is discusses, competency and its meaning for teacher’s education is also presented. Legislative of teachers’ education is presented as well as institutional structure and its implication on the educational process. New Communication from the commission to the council and the European parliament „Improving the quality of teacher education” brought on 2007-08-03 is pointed out. Practical research pointed out that education is being handled as being very important part of profession by teachers; main information about education is released from school administration or colleagues; bigger part of teachers pointed out that self-education is not being used very often; teachers feels lack of possibilities to raise their qualification in foreign countries; among all of the respondents negative approach onto refresher courses preponderated. In order to change public attitudes from learning for life to lifelong learning is necessary... [to full text]

Analizuojant socialinės pedagoginės pagalbos teikimo bendrojo lavinimo mokykloje subjektyvius pasirengimo teikti pagalbą, pagalbos teikimo krypčių, patiriamų sunkumų bei sėkmę lemiančių veiksnių vertinimus, pasirinktas kokybinis tyrimas, taikant turinio (content) analizės metodą. Tyrime apklausti 9 socialinės pedagoginės pagalbos teikėjai iš Šiaulių miesto bei rajono bendrojo lavinimo mokyklų. Interviu metodu siekta atskleisti socialinės pedagoginės pagalbos teikėjams reikalingas kompetencijas pagalbai teikti, taip pat aiškintasi, kokiomis veiklos kryptimis tenka dirbti dažniausiai, kokių patiria sunkumų teikdami socialinę pedagoginę pagalbą bei kokie veiksniai lemia pagalbos teikimo sėkmę. Analizuojant tyrimo duomenis, siekta atskleisti bendrojo lavinimo mokykloje dirbančių pagalbos teikėjų asmenines patirtis. / While analyzing subjective evaluation of social pedagogical support offered in comprehensive schools based on preparation to provide support, directions for support offering, obstructions and success factors, contents analysis method was used. There were 9 social pedagogical support staff questioned from Šiauliai city and district comprehensive schools. Using an interview method it was aimed to reveal the relevant competences that are necessary for social pedagogical support providers to offer this help. It was also analyzed, what were the most common directions for providing help, what were the main difficulties while providing social pedagogical help and what factors determined success in providing this help. Examining the research results it was aimed to reveal personal experiences of staff providing social pedagogical help in comprehensive schools.