The structure of competences of pedagogue in the stage of primary teaching (comparative analysis) The goal of research: to prove the structure of competences of pedagogue in the stage of primary teaching theoretically and empirically. The objectives of repair research: 1. To reveal the conception of competence and discuss them various models of it suggested in scientific literature. 2. To analyse the kinds of professional competences. 3. To compare the models of competences and the educational programs of different countries in respect of professional competences. 4. To reseach teachers competences and their attitude to ward competences. The methods of research: 1. The analysis of scientific literature. 2. The analysis of documents. 3. Questionnaires. 4. Quantitative and qualitative analysis of questionnaires. Having analysed scientific literature the following four models of competences were distinquished: basic, semantic, pedagogic and humanistic. Having analysed scientific literature the following five kinds of competences were singled out: common cultural, general pedagogic, informative, social, communicative. In the period of research it was desired to clear up the teachers opinion of competences and available competences of teachers themselves. The teachers describe the conception of competence as seeking for innovation, its application and teaching ability. According to teachers the pedagogue of the first stage must have the following competences: general... [to full text]

This study is about the teacher’s cooperation with the recreational pedagoguein the classroom and it ́s basically based on interviews made at the Orionschool situated in one of Stockholms northern suburbs. The theories usedin this study are Moira Von wrights “the intersubjective turn” and Uire Bronfenbrenners “Ecology of the human development”and Norbert Elias “The established and the outsiders”. Bronfenbrenners theory was used toshow that the development of the recreational pedagogue’ssituation in the classroom is affected by processes located in different levels from his or herown point of view. Moira Von wrights “the intersubjective turn” was usedtoshow that the perspective, the punctual or the relative, which is brought into the communication between the two parts is a determinant factor for the development of theircooperation. The theory about the established and the outsiders was usedto show the fact thatmany teachers is holding on to old traditions andlooks upon the recreational pedagouges as “newcomers” and less competent. During the past twenty years,the after-school centre has been integrated in school and the recreational pedagoguesare now working side by side with the teacher in theclassroom. My results showthat the recreational pedagoguesmission in school contexts as extremely unclear. And italso shows that the teacher’sperspective on learning with theoretical knowledge in focus has higher status thenthe recreational pedagoguesfocus which is on social developmentand social learning. The Swedish National Agency for Educationhave lately started to pay more attention to the recreational pedagogues and their mission.They have concludedthat their work needed to be strengthen up and are now initiatingdevelopment work in the local schools. Such a development work had just begunat the Orion school where this study took place.

Social competence expression and development possibility of Utena region pedagogues The changes in public life and the reform of education determinate new requirements to the pedagogues. Today our school needs new type teacher who has wide spectrum of competence. Especially it is very important topicality of social competence. The aim of this work was to analyze pedagogues’ social competence expression and development possibility. Whereas the construct of social competence is very complicated and various, there were elected shifts of openness, orientation value and social responsibility, communication and collaboration in education institutions, as education and competence cause as the main points. Such selection of the main points allowed to see the rapports among the pedagogies themselves, others and problematical situation. In the theory part of the work there was properly traversed conception of the pedagogues social competence and it’s topicality in current school was developed. Here was unclosed the expression of the competence. The ways of the pedagogues’ social competence development are under consideration. In this work a very big attention is given to the pedagogues shift qualification development and active position in developing education system. In the practical part of the work there were researched the motives and the opportunities of Utena pedagogues social competence development. The research showed that the students at school feel partly good... [to full text]

The diploma thesis devoted to "Development and education of teachers of pre-primary education system" examines the needs of pedagogical education and other possibilities of education of pedagogical staff of pre-primary education. The thesis deals with the development of professional and competence skills that are applicable in the pre-primary education system. The thesis deals with the legislative requirements for the education of future teachers, which is adequate for full use. The aim of the diploma thesis is to describe the system of the pre-primary education required by the system of education and to compare it with the requirements of the real needs of the pre-primary education activities of the educator in order to prepare for education with the help of their competence skills. Asked research questions are whether the theoretical and practical knowledge gained by the required study is sufficient according to the teachers' views for the performance of a novice pre-primary educator, whether pre-primary educators are trying to engage in further education and what types of courses are used by pre-primary teachers. The research itself is focused on finding activity and using the offer of further education of pedagogical staff. A total of eight teachers from three pre-primary education facilities...

Studien handlar om verksamma pedagogers syn på högläsning. Med högläsning avser vi när pedagogen läser högt ur en text, en bok eller ett läromedel. Bakgrunden till studien var att få reda på hur pedagogerna använder sig av högläsning i undervisningen då vi genom egna erfarenheter, från den verksamhetsförlagda utbildningen (VFU) under vår lärarutbildning, upplever den som tidsfördriv. Vi anser att man som pedagog ska kunna motivera alla val man gör gällande all undervisningstid. Vårt intresse för högläsning väcktes under en kurs som vi deltog i som behandlade hur barn lär sig läsa och skriva och en annan kurs som behandlade barn- och ungdomslitteratur.   Syftet med studien var att ta reda på pedagogernas intentioner med att använda högläsning i sin undervisning och vad de grundar sina val på. Det har använts en kvalitativ metod i studien där fem pedagoger verksamma i grundskolan till och med årskurs sex har intervjuats.   Det framkom i resultatet att respondenterna anser att högläsningen fyller en viktig funktion av flera olika orsaker. Dessa var exempelvis att eleverna förvärvar nya kunskaper, deras ordkunskap utvecklas och att det ger eleverna en gemensam upplevelse. Pedagogerna nämnde att högläsningen ska bidra till att eleverna själva skapar sig inre bilder, använder sin fantasi och kreativitet. Vår slutsats av studien innebär att pedagogerna har ett bakomliggande syfte med sin användning av högläsning i undervisningen. Pedagogernas syften är bland annat att bidra till eleverna genom högläsningen skapar ett intresse för olika sorters litteratur. Eleverna ska även känna lust och glädje över att ta del av det skrivna ordet.   Det framkom även i resultatet att pedagogerna gör medvetna val av litteratur och att de inte enbart använder skönlitteratur i högläsningssammanhang utan även andra texter och läromedel. Vidare så grundade pedagogerna sina val på rekommendationer givna av bibliotekarien, kollegor samt egna erfarenheter. / The study is about active pedagogues’ view of reading aloud. With reading aloud we intend the pedagogue reading aloud from a text, a book or other teaching aids. The background to the study was to find out how the pedagogues use reading aloud in the education since by our practice during our teacher training we experience it as a pastime. We consider that as a pedagogue you must be able to justify all the choices you make concerning all the educationtime. Our interest for reading aloud arouse during a course about how children learn to read and write that we participated in and also during another course that handle literature for youth and children.   The purpose of this study was to investigate the intentions of the pedagogues using reading aloud in their education and what they base their choice on. A qualitative method has been used in the study since five pedagogues, working in compulsory-school for children aged seven to thirteen years old, have been interviewed.   The results showed that the participants in the study consider reading aloud serve as a useful purpose for many reasons. These were for example that the pupils acquire new knowledge, their knowledge of words improves and it gives them a common experience. The pedagogues’ stated that reading aloud develops the pupils’ ability to form internal pictures, use their fantasy and creativity. Our conclusion from the study implies that the pedagogues have an underlying aim with their use of reading aloud in the education. The pedagogues’ purpose with using reading aloud is for example to contribute to make the pupils create interest for many kinds of literature. The pupils shall feel inclination and joy over taking part of the written word.   The results also showed that the pedagogues’ in this study make choices of literature that are enlightened and that they not only adopt literary but also adopt other text and textbooks and teaching aids when they read aloud. Furthermore the pedagogues based their choices on recommendations of librarians, colleagues and their own experiences.

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The purpose of this essay is to explore how I can meet children with different kinds of attention deficit disorders. What can I do when the child kicks me and makes me cry? How can I handle it right so that the child and I can feel good? In my text I am writing about how I can prioritize my way when I am angry. I wonder how to prioritize my feelings and feel safe with the other person. I am developing these questions in my text. My method is to reflect and question the knowledge I acquired during my work at the school. In the text I use literatures to the problem and have a short discussion with an old pedagogue. I am discussing myself when I meet the troublesome child and how I can deal with my own emotions. In the hard situation I have to look at the problem. I can’t see the bigger picture in this situation. For a good situation we need a solution and need to meet the child professionally with our own wise choices. I have not found a solution and I need to learn how I can handle my own emotions at work and what skills I need to learn when I get angry in a difficult situation.

The purpose of this work was to clear the aspect, the motivation and problems of succeeding learning of pedagogues from pre-school institutions of Utena region. To this end was formed the questionnaire according to it were evaluated the mentioned aspects. 100 pedagogues of pre-school institutions of Utena region took part in the survey, all are women. It was determined, that the bigger part of pedagogues understands the succeeding learning as the raising qualification in the seminars and studies on correspondence in the University. But it emerged few opinions, that the succeeding studies are also the occupations of educators in methodical groups and the cooperation with the parents of pupils. Not all pedagogues perceive what this succeeding learning means. It was cleared, that the most important factors of luck in pedagogue’s work is his knowledge, abilities and attitude towards the worth. The less importance, on the opinion of pedagogues, has the cooperation with parents and the succeeding learning. However, many pedagogues during the last five years were learning, the most important form was improving qualification. Very few pedagogues retrained, more continued their studies in higher level. The main motivation of learning and studying together was the desire to be professional and not to be behind. It especially was characteristic for the young specialists. Whereas the fear to loose a job was not a very actual aspect, it was more typical for the senior pedagogues, as... [to full text]

The problem of survey is determined by the fact, that in Lithuania it is discussing a lot about the education change, the competences of pedagogues, but it was not analyzed how the pedagogues of to-school and pre-school educational institutions understand the professional competences, how they evaluate them, what is self-reflection of their professional competences. In the theoretical point of view this work will encourage to go deeper to the expression of the professional competences of to-school and pre-school education pedagogues and the needs and possibilities of their perfection. The purpose of work – is through the opening of the comprehension of the professional competences of to-school and pre-school pedagogues of educational institutions to highlight their structure and alternation in the context of educational change. 135 to-school and pre-school education pedagogues took part in the survey. The results of the survey represented, that the analysis of the opinions of to-school and pre-school education pedagogues about the importance of professional competences showed, that their role in the educational practice is not of equal value. As the most important competences were noted these of methodical, organising and planning. The results of different empirical investigation showed, that there is a relation between the point of view of the pedagogues about the importance of competence and their self-reflection. In the context of educational change is emerging... [to full text]

Today the ideas of long life learning are not theories anymore. The changing needs of a society force many of people acquire new competencies and professional qualifications. Education is not provided for once and ever but becomes the result of a permanent learning that lasts for the rest of one’s life. The issues of professional development are solved in the context of long life learning and continuous education. Research highlights that a big impact is made on the knowledge and value formation of a social pedagogue by the new university study programmes enabling to continue studies and update one’s knowledge, update qualification and master new technologies. The graduates of the social pedagogue’s non-university study programmes are provided with the possibility to continue their studies at Vilnius Pedagogical University. The results of the research carried out for the first time to identify the needs and possibilities of the development of professional competencies could be used for constant update and improvement of study programs, it creates the prerequisites to train social pedagogues as highly qualified professionals who would meet the needs of labour market and society by being of high professional competencies. The object of the final thesis is the development of social pedagogues’ professional competencies during continuous studies. The aim of the research is to discuss the peculiarities of professional competence development and to analyse the development of... [to full text]