The purpose of this research was to determine to what degree the married male educator experiences role conflict. The study was piloted by means of a literature study and thereafter an empirical investigation. The purpose of the literature study was to identify possible causes of role conflict and the empirical study was to determine the degree of role conflict experienced by the respondents. The problem statement and research objectives were formulated in Chapter 1. the objective of the study was formulated and the method of research was discussed. A study population was determined and the chapter is concluded with the chapter division. Chapter 2 concentrated on a few descriptions that are related to the concept "role". The nature of the role of the man was discussed from a judicial perspective. The chapter was concluded with the nature of the man's role in and outside the home. The nature of the role conflict was discussed in Chapter 3. Concepts such as inter role conflict and intra role conflict received attention. Possible factors that contribute to the experience of role conflict in the married male educator were identified from the literature. These factors that lead to experiencing role conflict are divided into three categories, namely in the family, at work, and in the family and at work. The purpose of Chapter 4 was to empirically determine whether the respondents really experience role conflict as a result of the discussed factors and to what degree role conflict is experienced. The research design, questionnaires as research instrument as well as the composition in the questionnaire was discussed in this chapter. The completed questionnaire was empirically analysed and certain interpretations were formulated from it. A summary of all the chapters was done in Chapter 5, findings were formulated and a few recommendations, based on the findings, were made. The findings indicated that role conflict is indeed experienced by the respondents and that the causes that lead to conflict originate in the family, society and the workplace. It was also found that practical meaningful differences exist between certain biographical data of the respondents and single factors that lead to experiencing role conflict. Minimal sing of these factors is a theme that can receive attention in future research. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Bakalauro darbe analizuojama būsimųjų specialiųjų pedagogų nuomonė apie studijose ir praktikose jų įgyjamas funkcines kompetencijas. Tyrime dalyvavo 96 Šiaulių universiteto Socialinės gerovės ir negalės studijų fakulteto studijų programos Specialioji pedagogika (šaka Logopedija; šaka Kūno kultūros pedagogika, kineziterapija) 3 ir 4 kurso studentai. Anketinės apklausos metodu tirta, būsimųjų specialiųjų pedagogų nuomonė apie įgytas kompetencijas kiekvienoje praktikoje, formuojamus gebėjimus, vertybines nuostatas. Analizuojant tyrimo duomenis, ieškota ryšio tarp kompetencijų įgijimo bakalauro studijose ir jų įgyvendinimo praktikų metu. Tyrimu nustatyta kokių kompetencijų būsimieji specialieji pedagogai turi, kokie gebėjimai formuojami praktikų metu, kurie atsiskleidžia kiekvienoje veikloje. Mokytojui ir specialiajam pedagogui keliami aukšti reikalavimai ugdymo institucijoje bei paruošimui aukštojoje mokykloje. Pagrindinės kompetencijų grupės : bendrakultūrinė, profesinė, specialioji ir bendroji, kurios formuoja tam tikrus gebėjimus, kuriuos turi turėti kiekvienas specialistas, ugdantis vaikus. Analizuojant studentų atsakymus paaiškėjo, jog studijose ir pedagoginėse praktikose jie įgyja šias funkcines kompetencijas: informacinių technologijų, organizacijos tobulinimo bei pokyčių valdymo, dalyko turinio planavimo ir tobulinimo, ugdymo/si aplinkų kūrimo, mokymo/si proceso valdymo, mokinių pasiekimo ir pažangos vertinimo ir turi jų formuojamus gebėjimus. Būsimieji specialieji... [toliau žr. visą tekstą] / Bachelor's analysis of future special education teachers opinion about the study and practice of functional competence is acquired. The study included 96 Siauliai University of Social Welfare and Disability Studies, Faculty of Pedagogy Special education program (Speech therapy branch, a branch of Physical Education Pedagogy, physical therapy) 3 and 4 year students. Questionnaire survey method was studied, the future special education teachers opinion about the competences acquired in each practice formed in capacity values. Analysis of the data sought link between the competencies acquired in their undergraduate studies and the implementation of the practices. The study found what competencies future special educators have, what skills are formed during the practice, which is revealed in each activity. Teachers and special educators to meet high requirements of the educational institution of higher education and preparation. Key competency groups: general cultural, professional, special and general, which forms a number of skills that everyone should have a specialist who educates their children. When analyzing student's answers showed that pedagogical practices in the studio and they are acquired these functional competencies: information technology, organizational improvement and change management, subject content planning and development, teaching / learning environments, teaching / learning process management, pupil achievement and evaluate progress and to forming of... [to full text]

Trenerio veikla turėtų būti grindžiama vienokiu arba kitokiu vadybinių kompetencijų pasireiškimo lygiu ir jų tinkamu valdymu. Sporto pedagogo asmenybės ugdymas - ilgas ir sudėtingas procesas, kuris prasideda dar mokykloje. Todėl abiturientas, ketinantis įgyti sporto pedagogo specialybę, jau turi turėti tam tikrą profesinį kryptingumą. Šiuo pagrindu toliau formuojasi jo - jau studento - vertybinių orientacijų sistema. Magistro tyrimo tikslas – parengti sporto klubų trenerių profesinės veiklos modeliavimo galimybes, orentuotas į trenerių profesines veiklos vadybines kompetencijas. Magistro darbo uždaviniai: 1. Išanalizuoti sporto klubų profesinės veiklos ypatumus; 2. Išanalizuoti sporto klubų trenerių svarbiausias kompetencijas jų asmeniniam tobulėjimui trenerio profesijos veikloje; 3. Aptarti sporto trenerių pasitenkinimą ir nepasitenkinimą savo profesija; 4. Išanalizuoti sporto trenerių lūkesčius, susijusius su jų profesija ateityje; 5. Išanalizuoti sporto trenerių kvalifikacines kategorijas. / Physical educator in order to be successful at his position has not only possess certain personal traits but also have specific competencies and abilities to apply them. For physical educator it is so important to have competencies of managing , to know how to develope it. To develope the personality of physical educator it is a long process, which starts from primary school. So, students already should know, before choosing their proffession, that they have to develop some skills. Throughout their studing experience, they have to develope the skills to effectively work individually and as a team members, to meet the deadliness and effectively work under pressure. The aim goal of this investigation is to prepair physical educators for proffessional way, with their abilities for developing competencies of managing. Tasks of investigation: 1. To analyze the proffessional activities of sports clubs; 2. To analyze the main competencies of physical educators, in time they are developing their skills as coaches; 3. To discuss the satisfaction and dissatisfaction of physical educators proffession. 4. T o analyze the expectations of physical educators, which compaires with their future. 5. To analyze the skills of physical educators qualification.

Denna uppsats är en empirisk studie om hur förskolepersonal resonerar och tolkar lekens betydelse för barns sociala utveckling, lärande och miljö. Vårt syfte med denna fallstudie är att undersöka vad förskolepersonalen på tre förskolor och tre förskoleklasser har för uppfattning när det gäller lekens betydelse. Utifrån vår fallstudie där vi har intervjuat sex förskollärare har vi fått deras tolkningar och syn på leken, lärandet och miljöns betydelse för barns utveckling. I undersökningen har vi arbetat utifrån kvalitativa metoder och djupintervjuer. Totalt har sex personer på tre förskolor och i tre förskoleklasser intervjuats och det har endast varit förskollärare. Intervjuerna har transkriberats och analyserats i sin helhet. Resultatet från de sex intervjuerna av förskollärarna visar att det finns många likheter i deras tolkningar av lekens betydelse. Där redovisas deras syn på hur viktig de tycker att leken är och på vilket sätt de använder lek och lärande i förskolan och skolan. Förskollärarnas uppfattning om att miljön är anpassningsbar utefter barns behov samt att den ska vara inbjudande och locka till lek och lärande. I vår studie av förskollärarnas tolkningar är de överens om att de försökte använda leken i så stor utsträckning som möjligt. Det de anser som ett dilemma är all strävan efter mål som skall uppfyllas. Förskollärarna betonar att tiden till lek ofta försummas i och med detta.

Tyrimo objektas: socialinio pedagogo veikla bendradarbiaujant su mokyklos bendruomene. Tyrimo tikslas: nustatyti socialinio pedagogo veiklos galimybes bendradarbiaujant su mokyklos bendruomene. Baigiamojo darbo uždaviniai 1. Atskleisti socialinio pedagogo veiklos galimybes bendradarbiaujant su mokytojais. 2. Nustatyti socialinio pedagogo veiklos galimybes bendradarbiaujant su mokiniais ir tėvais. Išvados. 1. Atskleista mokytojų nuomonė, kad svarbiausiais bendradarbiavimo su socialiniu pedagogu tikslais yra vaiko gerovės ir bendro darbo rezultatų siekimas. Šiuo aspektu sutapo ir miesto ir rajono mokyklų mokytojų nuomonės, nepriklausomai nuo mokyklos tipo (p>0,05). Pagrindiniais trukdžiais sėkmingam socialinių pedagogų ir mokytojų bendradarbiavimui praktiškai vieningai (p>0,05) mokytojai įvardino (svarbos mažėjimo tvarka) nepakankamą specialistų lankstumą, nepakankamą veiklos koordinavimą ir veiklos tęstinumo stoką, o socialinių pedagogų veikloje mokytojai labiausiai pasigenda geresnių darbo su vaikais rezultatų. Tačiau mokytojų, abejingų mokytojų ir socialinio pedagogo bendradarbiavimui, nebuvo, daugumos (73 proc.) mokytojų nuomone socialiniai pedagogai turi kartu su jais planuoti mokinių ugdymo veiklas. 2. Nustatyta, kad bendradarbiavimas su socialiniu pedagogu yra reikalingas daugumai (vidutiniškai 92 proc.) tiek miesto, tiek ir rajono mokyklų mokinių, nepriklausomai nuo jų lyties (p>0,05). Bet bendradarbiauja su socialiniu pedagogu vidutiniškai tik kiek daugiau... [toliau žr. visą tekstą] / Object: activities of social educator in collaboration with the school community. The aim: to determine opportunities of social educator cooperation with the school community. Tasks: 1. to unravel social educator activities opportunities in cooperation with teachers. 2. to identify social educator activities opportunities in cooperation with students and their parents. Conclusions. 1. Teachers opinion that the most important purposes of co-operation with the social educator is child's well-being working together. In this respect coincided opinions of teachers in city and district schools regardless of the type of school (p>0.05). The main obstacles for successful social educators and teacher almost unanimously (p>0.05), teachers named (in descending order) the lack of professional flexibility, lack of coordination and lack of business continuity, and social educators mostly miss better results working with children. There were no indifferent teachers and social educator’s pedagogues about majority of their cooperation (73%) in teachers opinion social educators have to work together with them and to plan student` educational activities. 2. There were found that co-operation with social educator is required for the majority (approximately 92 %) of city and district schools students, regardless of their gender (p>0.05), but co-operate with social educator just over one-third (37% percent) students. However, among secondary school students such was significantly higher (66 %)... [to full text]

The purpose of this study was to determine the nature of role conflict experienced by married black woman educators by means of a review of literature and an empirical investigation. The empirical study was also aimed at determining role conflict factors experienced to a great extent and those experienced to a slight extent. Chapter 1 deals with the problem statement, aims of the research and the methods employed to achieve the purpose of the study. The second chapter highlights the nature of the woman's role. The description of the role was given. This chapter also provided a discussion of the legal framework on the role of a woman as indicated by the legislation of the Republic of South Africa, mostly guided by the Constitution, which remains the supreme law of the country. The discussion of the nature of women's role within the home was given. Discussions on a woman as a homemaker and a mother and the physical, spiritual, moral, social, and emotional welfare were given. The nature of women's roles outside the home was presented. In the third chapter the nature of role conflict was investigated. The description of role conflict was laid out. Attention was given to a discussion of both the intra-role conflict and inter-role conflict. Factors contributing to a woman educator experiencing intra-role conflict within her home and profession were discussed. Factors contributing towards inter-role conflict were also identified and discussed. The empirical research design, questionnaire as research tool and the construction of the questionnaire were discussed in chapter four. The duly completed questionnaires returned by the woman educators as respondents were empirically analysed and interpreted in this chapter. The last chapter, chapter five, gives a summary of all the chapters, the research findings and recommendations based on the research findings derived from the previous chapters as well as an ultimate statement. The research findings indicate that most of the respondents expect their husbands to support them physically and psychologically. It is found that in addition to lack of support from husbands, time constraints are another main contributing factor towards role conflict experienced by woman educators. Despite their hard work, they are unable to accomplish all that they need to. These two factors: lack of spouse support and time constraints, need to be given the necessary attention in future research. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

The purpose of this research was to determine to what degree the married male educator experiences role conflict. The study was piloted by means of a literature study and thereafter an empirical investigation. The purpose of the literature study was to identify possible causes of role conflict and the empirical study was to determine the degree of role conflict experienced by the respondents. The problem statement and research objectives were formulated in Chapter 1. the objective of the study was formulated and the method of research was discussed. A study population was determined and the chapter is concluded with the chapter division. Chapter 2 concentrated on a few descriptions that are related to the concept "role". The nature of the role of the man was discussed from a judicial perspective. The chapter was concluded with the nature of the man's role in and outside the home. The nature of the role conflict was discussed in Chapter 3. Concepts such as inter role conflict and intra role conflict received attention. Possible factors that contribute to the experience of role conflict in the married male educator were identified from the literature. These factors that lead to experiencing role conflict are divided into three categories, namely in the family, at work, and in the family and at work. The purpose of Chapter 4 was to empirically determine whether the respondents really experience role conflict as a result of the discussed factors and to what degree role conflict is experienced. The research design, questionnaires as research instrument as well as the composition in the questionnaire was discussed in this chapter. The completed questionnaire was empirically analysed and certain interpretations were formulated from it. A summary of all the chapters was done in Chapter 5, findings were formulated and a few recommendations, based on the findings, were made. The findings indicated that role conflict is indeed experienced by the respondents and that the causes that lead to conflict originate in the family, society and the workplace. It was also found that practical meaningful differences exist between certain biographical data of the respondents and single factors that lead to experiencing role conflict. Minimal sing of these factors is a theme that can receive attention in future research. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

The purpose of this study is to examine how preschool teachers think about their work with aestetic expression with children. In my study, I have chosen qualitative interviewes to take part of the preschool teachers´stories in three different educanational approaches. The prescools that have chosen are Waldorf, Reggio Emilia and a traditonal preschool. To achive this purpose I have used following questions: Which view have preschool teahers about the inportance of aestetic forms of expression for children? How do preschool teacher describe their work with aesthetic expression and what similarities and differences exist between the different pedagogical approaches? The result shows that there are both similarities an differences between the preschools, mainly how they work with aestetic forms of expression. The study also showed that som subjects as drama is not used when prechool teacher belive that they do not have enough knowledge about the subject.

During the past fifteen years there has been increasing interest in the role of reflection in professional development, especially amongst teacher educators. Yet although many preservice programs now place considerable emphasis on encouraging and assisting student teachers to reflect on their practice, reflection remaings a problematic notion. There is little consensus, for example, about what constitutes reflection, how it might be identified, and whether it can be promoted. This thesis reports a longitudinal study conducted over four years which explored the above issues within the context of an early childhood teacher education program, in Sydney (NSW), Australia. The specific purpose of this study was to investigate changes in student teachers' reflection on their professional development and practice during their enrolment in the Guided Practice component of their preservice program. A strength of this study is its focus on reflection as a multidimensional phenomenon involving far more than the processes of analytical thought typically addressed by most previous research in this area. Drawing on an eclectic range of literature, this thesis argues that emotion, imagination, intuition, and contemplation can also play an integral role. As such, it asserts that reflection can be seen, in effect, as a complex and holistic search for meaning. Conceptualising reflection in this holistic manner raises numerous methodological challenges. These challenges and the methodological decisions made in response to them are outlined prior to developing profiles of the participants' reflection. These profiles indicated that there was little consistent change in the reflection of eight of the 18 participants. For four student teachers, on the other hand, there was some change, while for six, there was considerable change. Several factors which appeared instrumental in hindering or promoting these student teachers' reflection are identified. These include commitment (or lack of) to teaching and to reflection; an epistemological perspective of received or constructed knowing; and the extent to which the learning environment was perceived as supportive. The study concludes with a discussion of some of the implications for teacher educators and for those intending to undertake further research into reflection.

Syftet med denna empiriska studie har varit att synliggöra och undersöka det sociala samspelet mellan barn och pedagog, och vad det kan ha för betydelse för barns lärande i leken. I granskningen av samspelets betydelse för barns lek har vi utgått ifrån Vygotskijs sociokulturella teori, där lärandet sker genom möten och interaktioner med andra människor. Genom att vi använt oss av kvalitativa intervjuer med pedagoger som arbetar i förskolan, har vi fått ta del av hur pedagoger tolkar och aktivt använder sig av socialt samspel i sin verksamhet. Resultatet i vår studie visar att det bland pedagoger finns en medvetenhet kring samspelets betydelse för barns lärande i leken. Den fysiska lärmiljön och pedagogers förhållningssätt framkom i resultatet som bidragande faktorer för att främja socialt samspel mellan barn och pedagog. I diskussionen lyfter vi fram vikten av att pedagogen behöver vara mentalt närvarande, lyhörd och engagerad. Pedagogerna har i uppgift att stötta barnen i deras utveckling och att utmana dem att uppnå nya kunskaper, genom att medvetet främja socialt samspel mellan barn och pedagog. / The purpose of this empirical study was to highlight and examine the social interaction between the children and the educator, and what it may mean for children's learning in play. When reviewing the importance of interaction for children's play, we have used Vygotsky's sociocultural theory as a starting point. According to this theory, learning takes place through meetings and interactions with other people. By using qualitative interviews with educators working in preschool, we have learned how educators interpret and actively make use of social interactions in their work. The results of our study show that there is awareness among educators regarding the importance of social interactions for children's learning in the game. The physical learning environment and educators’ attitudes were revealed as contributing factors, promoting social interaction between children and educators. In the discussion, we highlight the importance of the educator being mentally present, responsive and committed. Educator are tasked to support the children in their development and to challenge them to attain new knowledge, by consciously promoting social interaction between children and teacher.