Pub Date : 2024-01-29DOI: 10.15388/actpaed.2023.51.2
Nataliia Sydorova, Valerii Savytskyi, Taras Kuts
Distance learning for medical personnel, although convenient in times of crisis (pandemics, military operations), can be a problem in terms of the limited practical component of such training. The goal of presented Survey on DIstance LEarning for students of the Ukrainian Military Medical Academy (DILEMMA) was to optimize the educational process for doctors studying at the Ukrainian Military Medical Academy (UMMA) based on the results of students’ survey dedicated to implemented forms of online teaching. Methods: The data presented reflect the results of 147 trainees’ survey dedicated to their satisfaction and ways to improve distance learning component of training/retraining at UMMA during such crisis situations as pandemics and hostilities. Primary and secondary endpoints were analyzed for groups of interns (DILEMMA-1, n=78) and physicians with practical experience participating in postgraduate activities at UMMA (DILEMMA-2, n=69). Results. The overall evaluations of distance learning as measured by a 10-point scale (primary endpoint) were 5.9±3.3 for DILEMMA-1 and 6.5±3.3 for DILEMMA-2 (p=0.27), which indicates a moderate overall evaluation. The proportion of satisfied and very satisfied students was smaller in the DILEMMA-1 group compared to DILEMMA-2 but remained quite high (76.9% vs. 92.8%, respectively, p<0.05). Respondents of the DILEMMA-1 and DILEMMA-2 arms gave different answers to the questions related to their preferred forms of online education, mode, and schedule. In particular, representatives of the DILEMMA-2 arm mostly prefer to have their online classes after 3:00 p.m. (67.5%) with duration for about 2 hours (56.5%), while most participants in DILEMMA-1 arm (73.1%) choose time interval from 9:00 a.m. to 11:00 a.m. and 62.8% consider the optimal duration to be 3–4 hours of online classes per day. According to results of survey, optimization of distance learning component was made at UMMA. Conclusions. Differences in the perception of distance learning between interns and doctors with practical experience necessitate a differentiated approach to the implementation of distance learning for these groups of students. In addition, the special categories of respondents among students were identified by us, which lead to the destructuring of the response matrix and the nonparametric nature of some data, dictate the need to censor extremely negative (“denialists”) and extremely positive (“pleasers”) respondents when assessing the quality of teaching by anonymous survey of students, and therefore the size of the initial sample depending on contingent should be increased by 16–25%.
{"title":"Distance Learning For Military Doctors in Crisis Situations: The DILEMMA Cross-Sectional Study Results","authors":"Nataliia Sydorova, Valerii Savytskyi, Taras Kuts","doi":"10.15388/actpaed.2023.51.2","DOIUrl":"https://doi.org/10.15388/actpaed.2023.51.2","url":null,"abstract":"Distance learning for medical personnel, although convenient in times of crisis (pandemics, military operations), can be a problem in terms of the limited practical component of such training. The goal of presented Survey on DIstance LEarning for students of the Ukrainian Military Medical Academy (DILEMMA) was to optimize the educational process for doctors studying at the Ukrainian Military Medical Academy (UMMA) based on the results of students’ survey dedicated to implemented forms of online teaching. Methods: The data presented reflect the results of 147 trainees’ survey dedicated to their satisfaction and ways to improve distance learning component of training/retraining at UMMA during such crisis situations as pandemics and hostilities. Primary and secondary endpoints were analyzed for groups of interns (DILEMMA-1, n=78) and physicians with practical experience participating in postgraduate activities at UMMA (DILEMMA-2, n=69). Results. The overall evaluations of distance learning as measured by a 10-point scale (primary endpoint) were 5.9±3.3 for DILEMMA-1 and 6.5±3.3 for DILEMMA-2 (p=0.27), which indicates a moderate overall evaluation. The proportion of satisfied and very satisfied students was smaller in the DILEMMA-1 group compared to DILEMMA-2 but remained quite high (76.9% vs. 92.8%, respectively, p<0.05). Respondents of the DILEMMA-1 and DILEMMA-2 arms gave different answers to the questions related to their preferred forms of online education, mode, and schedule. In particular, representatives of the DILEMMA-2 arm mostly prefer to have their online classes after 3:00 p.m. (67.5%) with duration for about 2 hours (56.5%), while most participants in DILEMMA-1 arm (73.1%) choose time interval from 9:00 a.m. to 11:00 a.m. and 62.8% consider the optimal duration to be 3–4 hours of online classes per day. According to results of survey, optimization of distance learning component was made at UMMA. Conclusions. Differences in the perception of distance learning between interns and doctors with practical experience necessitate a differentiated approach to the implementation of distance learning for these groups of students. In addition, the special categories of respondents among students were identified by us, which lead to the destructuring of the response matrix and the nonparametric nature of some data, dictate the need to censor extremely negative (“denialists”) and extremely positive (“pleasers”) respondents when assessing the quality of teaching by anonymous survey of students, and therefore the size of the initial sample depending on contingent should be increased by 16–25%.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":"42 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140489073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The importance of freehand sketching is being updated and revised at a time when sketching by hand is, in many cases, being replaced by sketching with digital technologies. In addition, in Latvia, since the reform of the general education curriculum, sketching has been included in the new primary education curriculum, which requires primary school teachers to have experience and understanding of sketching. Freehand sketching is also part of the curriculum for future designers’ education. Researchers at the University of Latvia developed a task, criteria, and a description of the assessment levels (rubric) for sketching from an image to assess the initial preparedness and observational sketching skills of students on design and primary school education teachers’ programmes. The conclusion was that students’ sketching skills could be developed and extended by encouraging the use of different technical approaches and means of expression, as well as by practising the accuracy of observation.
{"title":"A Diagnostic Analysis of Observational Sketching: Examples from the University of Latvia","authors":"Māra Urdziņa-Deruma, Austra Celmiņa-Ķeirāne, Austra Avotiņa, Inguna Karlsone","doi":"10.15388/actpaed.2023.50.9","DOIUrl":"https://doi.org/10.15388/actpaed.2023.50.9","url":null,"abstract":"The importance of freehand sketching is being updated and revised at a time when sketching by hand is, in many cases, being replaced by sketching with digital technologies. In addition, in Latvia, since the reform of the general education curriculum, sketching has been included in the new primary education curriculum, which requires primary school teachers to have experience and understanding of sketching. Freehand sketching is also part of the curriculum for future designers’ education. Researchers at the University of Latvia developed a task, criteria, and a description of the assessment levels (rubric) for sketching from an image to assess the initial preparedness and observational sketching skills of students on design and primary school education teachers’ programmes. The conclusion was that students’ sketching skills could be developed and extended by encouraging the use of different technical approaches and means of expression, as well as by practising the accuracy of observation.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44284485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.15388/actpaed.2023.50.2
Donata Petružytė, Violeta Gevorgianienė, Jūratė Charenkova, Miroslavas Seniutis, E. Šumskienė, L. Žalimienė, Mai Yamaguchi
This article reveals the views of Japanese and Lithuanian lecturers on the need for technological development in social work and the impact such development can have on the competencies of future social work professionals. 10 qualitative semi-structured interviews were conducted with lecturers from Lithuania and 8 with lecturers from Japan. The data analysis is based on Moor’s (2008) model of technological revolution, which consists of three stages: 1) introduction stage, 2) permeation stage and 3) power stage. The paper discusses the main categories that emerged from the data analysis: types of technology and their use in social work; personal characteristics, knowledge and skills needed by future social workers to integrate technologies into their practice; and value challenges for future social workers. The study revealed that technology integration in Lithuania is still at the introduction stage. At the theoretical level, there are discussions on the possible paradigmatic changes that the introduction of technology would bring to the social work field, at the practical level there is fragmented research on the impact of technical assistance tools on the quality of services, and in the area of values and ethics, questions about the benefits, risks and challenges of using technology are being addressed. In Japan, there is a deeper integration of technology into social work practice and studies, with more technology-oriented research, the development of the practice of technology use, and consideration of ethical aspects of technology use in practice. Lecturers in both countries fear that the rapid introduction of technology will cause the social work profession to lose its image as a “relational profession”. Furthermore, there are doubts about whether technology will help social work to fulfil its mission of social justice, as the issue of affordability of expensive technology is also raised. The views of the participants reflect concerns about changes in the identity of the social work profession, as seen through the changes in the knowledge, skills and values inherent in the profession, which are generated by the integration of technology and which lead to the idea of an emerging new identity for the profession.
{"title":"Integrating Technology into Social Work Practice and Study: Needs, Challenges, and Opportunities","authors":"Donata Petružytė, Violeta Gevorgianienė, Jūratė Charenkova, Miroslavas Seniutis, E. Šumskienė, L. Žalimienė, Mai Yamaguchi","doi":"10.15388/actpaed.2023.50.2","DOIUrl":"https://doi.org/10.15388/actpaed.2023.50.2","url":null,"abstract":"This article reveals the views of Japanese and Lithuanian lecturers on the need for technological development in social work and the impact such development can have on the competencies of future social work professionals. 10 qualitative semi-structured interviews were conducted with lecturers from Lithuania and 8 with lecturers from Japan. The data analysis is based on Moor’s (2008) model of technological revolution, which consists of three stages: 1) introduction stage, 2) permeation stage and 3) power stage. The paper discusses the main categories that emerged from the data analysis: types of technology and their use in social work; personal characteristics, knowledge and skills needed by future social workers to integrate technologies into their practice; and value challenges for future social workers. The study revealed that technology integration in Lithuania is still at the introduction stage. At the theoretical level, there are discussions on the possible paradigmatic changes that the introduction of technology would bring to the social work field, at the practical level there is fragmented research on the impact of technical assistance tools on the quality of services, and in the area of values and ethics, questions about the benefits, risks and challenges of using technology are being addressed. In Japan, there is a deeper integration of technology into social work practice and studies, with more technology-oriented research, the development of the practice of technology use, and consideration of ethical aspects of technology use in practice. Lecturers in both countries fear that the rapid introduction of technology will cause the social work profession to lose its image as a “relational profession”. Furthermore, there are doubts about whether technology will help social work to fulfil its mission of social justice, as the issue of affordability of expensive technology is also raised. The views of the participants reflect concerns about changes in the identity of the social work profession, as seen through the changes in the knowledge, skills and values inherent in the profession, which are generated by the integration of technology and which lead to the idea of an emerging new identity for the profession.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45231832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.15388/actpaed.2023.50.1
L. Duoblienė, Simona Kontrimienė, Jogaila Vaitekaitis, Justina Garbauskaitė-Jakimovska, Sandra Kaire
The article presents the results of our research project and development of four futuristic scenarios for the Lithuanian school attempting to answer the question: What’s the point? The idea of the article matured during the ongoing presentations of the project insights in public academic space, where two questions were often posed: What’s the point of this? What are the practical benefits? Therefore, the article features the methodology of scenario development and describes the benefits of these and similar scenarios, why they are created, and the possible benefits of the scenarios developed within the framework of this project.
{"title":"Future Scenarios of the Lithuanian School: “What’s the Point?“","authors":"L. Duoblienė, Simona Kontrimienė, Jogaila Vaitekaitis, Justina Garbauskaitė-Jakimovska, Sandra Kaire","doi":"10.15388/actpaed.2023.50.1","DOIUrl":"https://doi.org/10.15388/actpaed.2023.50.1","url":null,"abstract":"The article presents the results of our research project and development of four futuristic scenarios for the Lithuanian school attempting to answer the question: What’s the point? The idea of the article matured during the ongoing presentations of the project insights in public academic space, where two questions were often posed: What’s the point of this? What are the practical benefits? Therefore, the article features the methodology of scenario development and describes the benefits of these and similar scenarios, why they are created, and the possible benefits of the scenarios developed within the framework of this project.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49379092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.15388/actpaed.2023.50.4
Noelia Santamaría-Cárdaba, Suyapa Martínez-Scott
Global education is becoming increasingly relevant at the international level, since forming critical citizens who act against inequalities and in favor of sustainable development is undoubtedly the path to where social transformation should be headed. The role of formal education in developing global competence in students is undeniable, which makes it necessary to include it in educational policies. This study uses a qualitative perspective since a documentary analysis is made to investigate the treatment of global education in the current educational curricula in Spain for Elementary Education and Primary Education. The results show deficiencies when dealing with several key issues for the correct teaching of global education.
{"title":"Global Education in the Spanish Educational Policies of Elementary and Primary Education: Utopia or Reality?","authors":"Noelia Santamaría-Cárdaba, Suyapa Martínez-Scott","doi":"10.15388/actpaed.2023.50.4","DOIUrl":"https://doi.org/10.15388/actpaed.2023.50.4","url":null,"abstract":"Global education is becoming increasingly relevant at the international level, since forming critical citizens who act against inequalities and in favor of sustainable development is undoubtedly the path to where social transformation should be headed. The role of formal education in developing global competence in students is undeniable, which makes it necessary to include it in educational policies. This study uses a qualitative perspective since a documentary analysis is made to investigate the treatment of global education in the current educational curricula in Spain for Elementary Education and Primary Education. The results show deficiencies when dealing with several key issues for the correct teaching of global education.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41525299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.15388/actpaed.2023.50.6
Anja Mirosavljević, B. Bognar, M. Sablić
The COVID-19 pandemic has had a catastrophic impact on all sectors of the economy worldwide, including education. This led to the closing of schools, soon followed by online teaching that replaced traditional classroom teaching for the duration of the pandemic. This case study is relevant to examining natural science teachers’ attitudes and beliefs about online teaching and the challenges they faced during the pandemic. Data were collected using standardized, open-ended interviews with six outstanding natural science teachers from elementary schools. In this article, we explore the work-related challenges and opportunities experienced by outstanding teachers because of the COVID-19 pandemic and the introduction of online teaching. The results of the study show that teachers are open to changes and express relatively positive attitudes and beliefs about online teaching during the COVID-19 crisis, such as using a variety of digital tools during online teaching and after returning to classroom teaching. They are developing and improving their digital competences as well as their self-reflection skills, which give them the space they need to reflect consciously and deeply on their teaching. However, they encounter various obstacles to teaching online, such as technical difficulties, difficulties in assessment, excessive parental involvement in children’s work, etc. The efforts to develop personally and professionally improve the quality of pedagogical work, including distance learning, and contribute to the development of teachers’ professional identity. The limitation of this study is relatively small group of teachers who participated in the research, i.e., only six of them.
{"title":"Opportunities and Challenges in the Work of Natural Science Teachers During Online Teaching: Teachers’ Beliefs and Attitudes","authors":"Anja Mirosavljević, B. Bognar, M. Sablić","doi":"10.15388/actpaed.2023.50.6","DOIUrl":"https://doi.org/10.15388/actpaed.2023.50.6","url":null,"abstract":"The COVID-19 pandemic has had a catastrophic impact on all sectors of the economy worldwide, including education. This led to the closing of schools, soon followed by online teaching that replaced traditional classroom teaching for the duration of the pandemic. This case study is relevant to examining natural science teachers’ attitudes and beliefs about online teaching and the challenges they faced during the pandemic. Data were collected using standardized, open-ended interviews with six outstanding natural science teachers from elementary schools. In this article, we explore the work-related challenges and opportunities experienced by outstanding teachers because of the COVID-19 pandemic and the introduction of online teaching. The results of the study show that teachers are open to changes and express relatively positive attitudes and beliefs about online teaching during the COVID-19 crisis, such as using a variety of digital tools during online teaching and after returning to classroom teaching. They are developing and improving their digital competences as well as their self-reflection skills, which give them the space they need to reflect consciously and deeply on their teaching. However, they encounter various obstacles to teaching online, such as technical difficulties, difficulties in assessment, excessive parental involvement in children’s work, etc. The efforts to develop personally and professionally improve the quality of pedagogical work, including distance learning, and contribute to the development of teachers’ professional identity. The limitation of this study is relatively small group of teachers who participated in the research, i.e., only six of them.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46152791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.15388/actpaed.2023.50.8
E. Dündar, Niyazi Kaya
The integration of technology into education is a complex process with many dimensions, and there are many steps that need to be taken for this integration to be successful. One of the most important of these is the integration of information and communication technologies into the curriculum. The aim of this study is to shed light on the updates that can be made in the curriculum by examining the geography curriculum implemented in Türkiye and last revised in 2018 in terms of GIS integration, which is the first technology that comes to mind when the words geography and technology come side by side, and to present the steps of creating a GIS application for this learning outcome by restructuring a learning outcome within the scope of a case study. In the light of the findings obtained in this study, which was designed with the case study method, one of the qualitative research designs, it was concluded that GIS is included in only a few chapters in the geography curriculum, and there is only one learning outcome for which the use of GIS technology is recommended. According to this result, the restructured version of the learning outcome 10.4.1, which is the only learning outcome that is foreseen to be given GIS support in the geography curriculum, according to the understanding of learning with technology and a sample GIS application, is presented.
{"title":"GIS Integration into Geography Curriculum in Türkiye: A Case Study Evaluation","authors":"E. Dündar, Niyazi Kaya","doi":"10.15388/actpaed.2023.50.8","DOIUrl":"https://doi.org/10.15388/actpaed.2023.50.8","url":null,"abstract":"The integration of technology into education is a complex process with many dimensions, and there are many steps that need to be taken for this integration to be successful. One of the most important of these is the integration of information and communication technologies into the curriculum. The aim of this study is to shed light on the updates that can be made in the curriculum by examining the geography curriculum implemented in Türkiye and last revised in 2018 in terms of GIS integration, which is the first technology that comes to mind when the words geography and technology come side by side, and to present the steps of creating a GIS application for this learning outcome by restructuring a learning outcome within the scope of a case study. In the light of the findings obtained in this study, which was designed with the case study method, one of the qualitative research designs, it was concluded that GIS is included in only a few chapters in the geography curriculum, and there is only one learning outcome for which the use of GIS technology is recommended. According to this result, the restructured version of the learning outcome 10.4.1, which is the only learning outcome that is foreseen to be given GIS support in the geography curriculum, according to the understanding of learning with technology and a sample GIS application, is presented.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46565121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.15388/actpaed.2023.50.10
Edita Naidaitė, Eglė Stasiūnaitienė
The article presents the most illustrative results of a broader empirical study carried out in Lithuania in 2021–2022. The aim is to answer the question of what the functions of parents are and how the child’s education is organised in the case of homeschooling. The research data were collected using a semi-structured interview method and were processed using content analysis. The data were analysed under the topic “Functions of parents homeschooling their children”. The topic combines the following seven sub-topics: planning and organising the educational process, selecting/developing educational content, designing learning environments, ensuring a safe learning environment, recording learning achievements, assessing learning achievements, and ensuring socialisation. The research involved ten informants (five parents homeschooling their children and five heads of educational institutions) selected by criterion sampling. To summarise the results of the empirical research, it should be highlighted that when parents choose to homeschool their children, they essentially take over the main function of educational institutions and become responsible for the organisation of the entire educational process. The child is involved in the planning of the educational process; the individual needs of the child are better taken into account, and the child’s autonomy is encouraged. The curriculum and schedule are flexible, based on the child’s acquired knowledge, competences, and skills rather than on the number of lessons. Educational environments are constantly changing and are usually chosen by the child. Parents who participated in the study have identified difficulties in analysing the documents of the education system and the lack of access to the electronic diary. The heads of educational institutions have expressed doubts about the pedagogical preparation of parents to homeschool their children and to ensure purposeful socialisation; however, the parents have noted that socialisation is sufficient and takes place according to the child’s individual needs. In the authors’ opinion, the research carried out raises topical issues for discussion and the initiation of new research in this area, with the aim of better understanding the context of the phenomenon of homeschooling.
{"title":"Functions of Parents Homeschooling Their Children: The Case of Lithuania","authors":"Edita Naidaitė, Eglė Stasiūnaitienė","doi":"10.15388/actpaed.2023.50.10","DOIUrl":"https://doi.org/10.15388/actpaed.2023.50.10","url":null,"abstract":"The article presents the most illustrative results of a broader empirical study carried out in Lithuania in 2021–2022. The aim is to answer the question of what the functions of parents are and how the child’s education is organised in the case of homeschooling. The research data were collected using a semi-structured interview method and were processed using content analysis. The data were analysed under the topic “Functions of parents homeschooling their children”. The topic combines the following seven sub-topics: planning and organising the educational process, selecting/developing educational content, designing learning environments, ensuring a safe learning environment, recording learning achievements, assessing learning achievements, and ensuring socialisation. The research involved ten informants (five parents homeschooling their children and five heads of educational institutions) selected by criterion sampling. To summarise the results of the empirical research, it should be highlighted that when parents choose to homeschool their children, they essentially take over the main function of educational institutions and become responsible for the organisation of the entire educational process. The child is involved in the planning of the educational process; the individual needs of the child are better taken into account, and the child’s autonomy is encouraged. The curriculum and schedule are flexible, based on the child’s acquired knowledge, competences, and skills rather than on the number of lessons. Educational environments are constantly changing and are usually chosen by the child. Parents who participated in the study have identified difficulties in analysing the documents of the education system and the lack of access to the electronic diary. The heads of educational institutions have expressed doubts about the pedagogical preparation of parents to homeschool their children and to ensure purposeful socialisation; however, the parents have noted that socialisation is sufficient and takes place according to the child’s individual needs. In the authors’ opinion, the research carried out raises topical issues for discussion and the initiation of new research in this area, with the aim of better understanding the context of the phenomenon of homeschooling.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47164117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.15388/actpaed.2023.50.11
Adelina Hajrullahu, Vlora Sylaj
As a transition country, Kosovo faces many problems and challenges, especially in the field of the preschool education. As an issue of the early childhood education, among the new forms of child labor documentation, the portfolios are mentioned. Teachers build a rich picture of each child, combining strategies such as using the traditional tools of child study (for example, observations, anecdotal records, checklists) with newer documentation technologies such as photos, portfolios, and recorded conversations (New & Cochran, 2007). Purpose of this research was to gather data from preschool teacher, school teachers and parents regarding the children’s portfolios: the children portfolio in the preschool? How important are they for the primary school and for the parents? What the content? re some of issues that we research with this article.
{"title":"The Importance of Preschool Children’s Portfolios in Kosovo and Their Meaning for Elementary School Teachers","authors":"Adelina Hajrullahu, Vlora Sylaj","doi":"10.15388/actpaed.2023.50.11","DOIUrl":"https://doi.org/10.15388/actpaed.2023.50.11","url":null,"abstract":"As a transition country, Kosovo faces many problems and challenges, especially in the field of the preschool education. As an issue of the early childhood education, among the new forms of child labor documentation, the portfolios are mentioned. Teachers build a rich picture of each child, combining strategies such as using the traditional tools of child study (for example, observations, anecdotal records, checklists) with newer documentation technologies such as photos, portfolios, and recorded conversations (New & Cochran, 2007). Purpose of this research was to gather data from preschool teacher, school teachers and parents regarding the children’s portfolios: the children portfolio in the preschool? How important are they for the primary school and for the parents? What the content? re some of issues that we research with this article.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48711774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.15388/actpaed.2023.50.3
Adaninggar Septi Subekti, P. Widodo, E. Andriyanti
The present study was conducted to investigate Indonesian second/foreign language (L2) learners’ self-rated CEFR-based listening proficiency (SR-CEFR-L) and the possible interaction with their attitudes towards teachers’ use of learners’ first language (L1), Indonesian, in English as L2 classes. 168 learners from non-English departments taking General English (GE) Levels 1, 2, and 3 participated in this survey study. Using the chi-square test of independence, this study found a significant difference among learners from different General English levels in their SR-CEFR-L, where the higher their GE levels the more likely they reported higher SR-CEFR-L. This study also found that generally, learners reported positive attitudes towards teachers’ use of L1 in English classes. This study further found no significant association between learners’ SR-CEFR-L and their attitudes towards teachers’ use of L1, suggesting that regardless of how highly they rated their listening proficiency, learners generally preferred their teachers using Indonesian in teaching English. From the findings, implications are suggested along with possible contributions and suggested directions for future studies in the field.
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