Theongoing changes that are connected with demographic, economic, social and eveneducational crises influence the action of Latvian rural schools and thereforeendanger their viability and sustainability in the future perspective. There ishappening the schools’ network optimization that affects Latvian rural schoolsthat is why they are reorganized or closed in rural areas of the country. Theauthors of the article have been researching Latvian rural schools’ fluctuationbased on the ecological approach and the following viewpoints that rural schoolis: 1) an educational environment; 2) a live organism that tries to survive inchanging conditions; 3) an educational environment as self-organising,self-developing, self-evaluating system of educational environment. The aim ofthe article is to popularize the results of empirical researches in theconnection with the diversity of educational environmental models of Latvianrural schools. KEYWORDS:educational environmental models, ecological approach, educational environment,rural schools, sustainability, viability.
{"title":"THE DIVERSITY OF EDUCATIONAL ENVIRONMENTAL MODELS OF LATVIAN RURAL SCHOOLS","authors":"A. Laizāne","doi":"10.15181/ATEE.V1I0.109","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.109","url":null,"abstract":"Theongoing changes that are connected with demographic, economic, social and eveneducational crises influence the action of Latvian rural schools and thereforeendanger their viability and sustainability in the future perspective. There ishappening the schools’ network optimization that affects Latvian rural schoolsthat is why they are reorganized or closed in rural areas of the country. Theauthors of the article have been researching Latvian rural schools’ fluctuationbased on the ecological approach and the following viewpoints that rural schoolis: 1) an educational environment; 2) a live organism that tries to survive inchanging conditions; 3) an educational environment as self-organising,self-developing, self-evaluating system of educational environment. The aim ofthe article is to popularize the results of empirical researches in theconnection with the diversity of educational environmental models of Latvianrural schools. KEYWORDS:educational environmental models, ecological approach, educational environment,rural schools, sustainability, viability.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134050008","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}
One of the main praxeological issuesin contemporary postmodern (creative, information/competence-based) society isthe formation of the knowledge about the living world, its structure andapplication possibilities. The disclosing of children’s leisure in summer is asignificant phenomenon in the creation of knowledge about the phenomena ofcontemporary leisure culture. Children’sleisure as a sphere of their everyday life is rather detached from formal(self-) education and demands not only a new attitude towards the phenomenon,but also the realization of new relationships between adults and children thatwould give a possibility to represent children’s needs. Thechild's environment changes in the beginningof summer holidays. Being institutionalized, schoolenvironment changes into free, not institutionalized. Therefore,changing status and roles of peers: former schoolfriends become yard, game and holiday friends. During summerleisure, children's life becomes more regulated, notdirected are affected by home location (rural,urban) environment in the region. Being in partnershipwith peers, children maintain social relationships with theenvironment and gain experience, independent of theirparents and other adults. Socializing with friends is animportant children's socializationprocess in summer leisure, because it helps the formationof many skills, attitudes, roles, affecting their abilityto adapt in the community, meets the need tobelong and to interact socially, to create their own ,,I” (personalidentity).Duringthe summer Children like to readbooks specially appoint time to this, go tothe libraries, and include in these activities friends ofinformal environment (yard, communities). Children want topursue activities for which they do not have time at the moments,when they are busy of formalized (school) tasks.KEYWORDS:children’s summer leisure, learning environment.
{"title":"CHILDREN'S SUMMER LEISURE AS COMMUNICATIVE AND LEARNING IN THE PARTNERSHIP ENVIRONMENT","authors":"Rūta Šiaučiulienė, Audronė Juodaitytė","doi":"10.15181/ATEE.V1I0.134","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.134","url":null,"abstract":"One of the main praxeological issuesin contemporary postmodern (creative, information/competence-based) society isthe formation of the knowledge about the living world, its structure andapplication possibilities. The disclosing of children’s leisure in summer is asignificant phenomenon in the creation of knowledge about the phenomena ofcontemporary leisure culture. Children’sleisure as a sphere of their everyday life is rather detached from formal(self-) education and demands not only a new attitude towards the phenomenon,but also the realization of new relationships between adults and children thatwould give a possibility to represent children’s needs. Thechild's environment changes in the beginningof summer holidays. Being institutionalized, schoolenvironment changes into free, not institutionalized. Therefore,changing status and roles of peers: former schoolfriends become yard, game and holiday friends. During summerleisure, children's life becomes more regulated, notdirected are affected by home location (rural,urban) environment in the region. Being in partnershipwith peers, children maintain social relationships with theenvironment and gain experience, independent of theirparents and other adults. Socializing with friends is animportant children's socializationprocess in summer leisure, because it helps the formationof many skills, attitudes, roles, affecting their abilityto adapt in the community, meets the need tobelong and to interact socially, to create their own ,,I” (personalidentity).Duringthe summer Children like to readbooks specially appoint time to this, go tothe libraries, and include in these activities friends ofinformal environment (yard, communities). Children want topursue activities for which they do not have time at the moments,when they are busy of formalized (school) tasks.KEYWORDS:children’s summer leisure, learning environment.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132925141","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}
Nowadaysrural schools function under the conditions of constantly changeableenvironment, where the process of self-development is observed. Due to theinfluence of economical, demographical and social crises the problem of thesustainability of a rural school as the educational environment has becomeurgent. The sustainability of rural community and its cultural environment alsoconsiderably depends on the sustainability of a rural school. The educationalenvironment of rural schools has been studied by the authors of this articlefor many years, providing the multi-dimensional point of view: 1) rural schoolas a viable, self-developing, self-organizing and self-assessing system ofeducational environment; 2) rural school as an open humanistically targetoriented lifelong environment for sustainable development of community; 3)rural school as a learning organization to change and develop. The articleprovides the description of the expertise of educational environment of ruralschools, as a result of which there were analyzed and evaluated the changesthat had taken place in this environment within the period of time of threeyears (2008/2009–2010/2011). The research results enable to draw a conclusionthat very important changes have taken place in the educational environment ofresearch base schools: to ensure the sustainable development, the rural schoolstransform into the educational multi-functional and multi-structural centres ofcommunity. KEYWORDS:ecological approach in the educational research; fluctuation of educationalenvironment; education of community in a rural school; viability of a ruralschool.
{"title":"THE EVALUATION OF THE FLUCTUATION OF EDUCATIONAL ENVIRONMENT OF LATVIAN RURAL SCHOOLS","authors":"I. Katane, A. Laizāne","doi":"10.15181/ATEE.V1I0.124","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.124","url":null,"abstract":"Nowadaysrural schools function under the conditions of constantly changeableenvironment, where the process of self-development is observed. Due to theinfluence of economical, demographical and social crises the problem of thesustainability of a rural school as the educational environment has becomeurgent. The sustainability of rural community and its cultural environment alsoconsiderably depends on the sustainability of a rural school. The educationalenvironment of rural schools has been studied by the authors of this articlefor many years, providing the multi-dimensional point of view: 1) rural schoolas a viable, self-developing, self-organizing and self-assessing system ofeducational environment; 2) rural school as an open humanistically targetoriented lifelong environment for sustainable development of community; 3)rural school as a learning organization to change and develop. The articleprovides the description of the expertise of educational environment of ruralschools, as a result of which there were analyzed and evaluated the changesthat had taken place in this environment within the period of time of threeyears (2008/2009–2010/2011). The research results enable to draw a conclusionthat very important changes have taken place in the educational environment ofresearch base schools: to ensure the sustainable development, the rural schoolstransform into the educational multi-functional and multi-structural centres ofcommunity. KEYWORDS:ecological approach in the educational research; fluctuation of educationalenvironment; education of community in a rural school; viability of a ruralschool.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128200718","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}
Thearticle discusses importance and significance of innovative teaching technologieswithin didactic system of higher education and possibilities for employment ofactive training methods in lectures. It introduces to modern concept ofinnovative teaching technologies, analyzes theoretical level of exploration inemployment of innovative teaching technologies within didactic system of highereducation and explores variety of activating training methods in lectures fromthe viewpoint of pedagogues. KEYWORDS: innovative teaching technologies,training method, activating method, upbringing technologies.
{"title":"POSSIBILITIES OF APPLYING INNOVATIVE TEACHING TECHNOLOGIES WITHIN HIGH EDUCATION DIDACTIC SYSTEM","authors":"Vidimantas Raudys, Elytė Barzdžiukienė, Renata Jarovaitienė","doi":"10.15181/atee.v1i0.131","DOIUrl":"https://doi.org/10.15181/atee.v1i0.131","url":null,"abstract":"Thearticle discusses importance and significance of innovative teaching technologieswithin didactic system of higher education and possibilities for employment ofactive training methods in lectures. It introduces to modern concept ofinnovative teaching technologies, analyzes theoretical level of exploration inemployment of innovative teaching technologies within didactic system of highereducation and explores variety of activating training methods in lectures fromthe viewpoint of pedagogues. KEYWORDS: innovative teaching technologies,training method, activating method, upbringing technologies.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131145269","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}
Although the pedagogy of playing brass instruments isstrongly based on the development of the motoric skills and coordinationbetween different aspects of body movements, most popular brass playing methodsdo not make an effort to analyze the actions of the muscles which are involvedin the brass playing process. By analysis, two oppositeapproaches of these methods can be distinguished: one leads to thestrengthening of the muscular power, while the other emphasizes the benefitsfrom relaxing muscles. Wehave to realize that both of these principles are present in the brass playing.It is very important to find the right balance and location of tensions andrelaxation in the body of the brass player. It is necessary to unite theseopposites in one theoretical model and to consider the ambivalence of themuscular tension in the brass playing process (i.e. both power and ability torelax are of large importance). Principle of elasticity as a joint elementperfectly complements this model of muscle actions in the process of brassplaying.KEYWORDS:brass playing pedagogy, muscle action ambivalence, tension, relaxation,elasticity.
{"title":"THE AMBIVALENCE OF MUSCLE TENSIONS IN THE PEDAGOGY","authors":"Sandis Bārdiņš","doi":"10.15181/ATEE.V1I0.123","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.123","url":null,"abstract":"Although the pedagogy of playing brass instruments isstrongly based on the development of the motoric skills and coordinationbetween different aspects of body movements, most popular brass playing methodsdo not make an effort to analyze the actions of the muscles which are involvedin the brass playing process. By analysis, two oppositeapproaches of these methods can be distinguished: one leads to thestrengthening of the muscular power, while the other emphasizes the benefitsfrom relaxing muscles. Wehave to realize that both of these principles are present in the brass playing.It is very important to find the right balance and location of tensions andrelaxation in the body of the brass player. It is necessary to unite theseopposites in one theoretical model and to consider the ambivalence of themuscular tension in the brass playing process (i.e. both power and ability torelax are of large importance). Principle of elasticity as a joint elementperfectly complements this model of muscle actions in the process of brassplaying.KEYWORDS:brass playing pedagogy, muscle action ambivalence, tension, relaxation,elasticity.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115393308","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}
Taxonomy(from Greek ‘taxis’ meaning arrangement or division and ‘nomos’ meaninglaw) is the science of classification according to a pre-determined system. Inthis article taxonomy will be viewed as classification of thinking.Insteadof the traditional approach of directing instruction to the transmission ofknowledge and defining objectives in terms of content to be learnt,student-centred approach acknowledges what the student does. An instrument likea taxonomy can be used for planning, learning and assessment.Learningcan be categorized based on the complexity of the thought process used.Teachers apply Bloom's Taxonomy in the classroom to enhance students' knowledgeby helping them use increasingly complex reasoning. SOLO, which stands for theStructure of the Observed Learning Outcome, is essentially ahierarchy which has five stages or levels that attempts to assess the studentslearning based on the quality of their work. Theaim of the article is to study theoretically two taxonomies which complementeach other.Theobject of the research is similarities and diferences in SOLO and Bloom’sTaxonomy.Theresearch method used in the article is the analysis of scientific literature onSOLO and Bloom’s taxonomies.KEYWORDS:taxonomy, levels of thinking, learning.
{"title":"VIEWS ON TAXONOMY AND LEARNING","authors":"S. Ozola","doi":"10.15181/ATEE.V1I0.120","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.120","url":null,"abstract":"Taxonomy(from Greek ‘taxis’ meaning arrangement or division and ‘nomos’ meaninglaw) is the science of classification according to a pre-determined system. Inthis article taxonomy will be viewed as classification of thinking.Insteadof the traditional approach of directing instruction to the transmission ofknowledge and defining objectives in terms of content to be learnt,student-centred approach acknowledges what the student does. An instrument likea taxonomy can be used for planning, learning and assessment.Learningcan be categorized based on the complexity of the thought process used.Teachers apply Bloom's Taxonomy in the classroom to enhance students' knowledgeby helping them use increasingly complex reasoning. SOLO, which stands for theStructure of the Observed Learning Outcome, is essentially ahierarchy which has five stages or levels that attempts to assess the studentslearning based on the quality of their work. Theaim of the article is to study theoretically two taxonomies which complementeach other.Theobject of the research is similarities and diferences in SOLO and Bloom’sTaxonomy.Theresearch method used in the article is the analysis of scientific literature onSOLO and Bloom’s taxonomies.KEYWORDS:taxonomy, levels of thinking, learning.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124170560","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}
Engineeringeducation is facing a challenge of the development of student engineers' socialresponsibility in the context of sustainable development. The aim of theresearch is to analyze efficiency of engineering curriculum in the context ofsustainable development underpinning elaboration of pedagogical guidelines onthe development of students' social responsibility in engineering education.The analysis involves a process of analyzing the meaning of the key conceptssustainable development and engineering curriculum. Moreover, the studydemonstrates how the key concepts are related to the idea of efficiency. Thequalitative evaluation research has been used. The present empirical researchwas conducted during the Baltic Summer School „Technical Informatics andInformation Technology” in 2009, 2010 and 2011. The sample involved 85participants. The students’ needs in Enterprise2.0 were a criterion of efficiency of engineering curriculum in the context ofsustainable development. Descriptive statistics was implemented for primarydata analysis. The findings of the research allow drawing conclusions onefficiency of engineering curriculum for the development of students' socialresponsibility in the context of sustainable development. Pedagogicalguidelines are elaborated. KEYWORDS:Engineering Education, Sustainable Development, Teaching, Peer-Learning,Learning.
{"title":"SUSTAINABLE DEVELOPMENT IN ENGINEERING EDUCATION","authors":"A. Ahrens, J. Zaščerinska","doi":"10.15181/ATEE.V1I0.116","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.116","url":null,"abstract":"Engineeringeducation is facing a challenge of the development of student engineers' socialresponsibility in the context of sustainable development. The aim of theresearch is to analyze efficiency of engineering curriculum in the context ofsustainable development underpinning elaboration of pedagogical guidelines onthe development of students' social responsibility in engineering education.The analysis involves a process of analyzing the meaning of the key conceptssustainable development and engineering curriculum. Moreover, the studydemonstrates how the key concepts are related to the idea of efficiency. Thequalitative evaluation research has been used. The present empirical researchwas conducted during the Baltic Summer School „Technical Informatics andInformation Technology” in 2009, 2010 and 2011. The sample involved 85participants. The students’ needs in Enterprise2.0 were a criterion of efficiency of engineering curriculum in the context ofsustainable development. Descriptive statistics was implemented for primarydata analysis. The findings of the research allow drawing conclusions onefficiency of engineering curriculum for the development of students' socialresponsibility in the context of sustainable development. Pedagogicalguidelines are elaborated. KEYWORDS:Engineering Education, Sustainable Development, Teaching, Peer-Learning,Learning.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125122295","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}
Willis one of the most important characteristics of personality. Development ofchild’s will in pre-school age is based not only to its direct formation, butit is more like issue of child’s general development. Child’s will formation isin close correlation with an adult. Relationships between child and adult areone of the main criterions in humanization process in pedagogy, which ischaracterized by respectful attitude to the child. Adult’s attitude canfacilitate or prevent development of will qualities like independence,purposefulness and persistence. In order to facilitate child’s initiative andwill adult should consider childhood as special and unique period in human lifeand should understand, that childhood is not only certain stage of developmentduring which child acquires society experience, tries to adapt to certaindemands in society and accept and perform offered behavior models. Teachershould help child to acquire certain regulations which help to join in society,but on the other side should save child’s individuality.KEYWORDS:a pre- schooler, development of will, attitude.
{"title":"ADULT’S ATTITUDE IN PROCESS OF WILL DEVELOPMENT OF PRE-SCHOOL CHILD","authors":"Dagnija Vigule, T. Zīriņa","doi":"10.15181/ATEE.V1I0.125","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.125","url":null,"abstract":"Willis one of the most important characteristics of personality. Development ofchild’s will in pre-school age is based not only to its direct formation, butit is more like issue of child’s general development. Child’s will formation isin close correlation with an adult. Relationships between child and adult areone of the main criterions in humanization process in pedagogy, which ischaracterized by respectful attitude to the child. Adult’s attitude canfacilitate or prevent development of will qualities like independence,purposefulness and persistence. In order to facilitate child’s initiative andwill adult should consider childhood as special and unique period in human lifeand should understand, that childhood is not only certain stage of developmentduring which child acquires society experience, tries to adapt to certaindemands in society and accept and perform offered behavior models. Teachershould help child to acquire certain regulations which help to join in society,but on the other side should save child’s individuality.KEYWORDS:a pre- schooler, development of will, attitude.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116528217","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 aim of the project was towork out the different level of eight main teacher competences developedearlier.Four different methods wereused for obtaining the necessary data:- analysing and synthesizing theliterature concerning teacher education, the competences, the teacherappraisal,- analysing the teacher education and teacher appraisal practices innine EU countries:, and in the UnitedStates,- interviewing Hungarian teachers, school principals, teacher educators,stakeholders,- experts’ workshops.As a result, we have found 6different stages of career-development: The presentation will include the special criteria and means of evaluationfor each of the teacher standards. The system of standards serve as a basis fordesigning teacher education programs, the induction period, the CPD, andteacher assessment on different levels. The teacher development according tothe career ladder and salary levels can be assessed by these standards.KEYWORDS: teacher education, professional development, teacher assessment, competences, careerstages.
{"title":"STANDARDS FOR TEACHER PROFESSIONAL DEVELOPMENT AND THE MODEL OF TEACHER CAREER","authors":"I. Falus","doi":"10.15181/ATEE.V1I0.105","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.105","url":null,"abstract":"The aim of the project was towork out the different level of eight main teacher competences developedearlier.Four different methods wereused for obtaining the necessary data:- analysing and synthesizing theliterature concerning teacher education, the competences, the teacherappraisal,- analysing the teacher education and teacher appraisal practices innine EU countries:, and in the UnitedStates,- interviewing Hungarian teachers, school principals, teacher educators,stakeholders,- experts’ workshops.As a result, we have found 6different stages of career-development: The presentation will include the special criteria and means of evaluationfor each of the teacher standards. The system of standards serve as a basis fordesigning teacher education programs, the induction period, the CPD, andteacher assessment on different levels. The teacher development according tothe career ladder and salary levels can be assessed by these standards.KEYWORDS: teacher education, professional development, teacher assessment, competences, careerstages.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122191192","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 goal of the research was to analyse and define directions for improving the methodology for the final thesis in educology studies through examination of possibilities to apply the project-based learning approach as a method suitable for the development and explication of modern competencies of student teachers. A qualitative analysis was conducted using predefined criteria of the project-based learning approach. The research looked at evidence of project-based learning in final theses in the 1st cycle (BA) non-university and the 1st and 2nd cycle (BA and MA) university studies in educology. A hypothesis was put forward that evidence of the application of the project-based learning approach can be found within the traditional framework of the final thesis in educology. The findings of the research revealed that this evidence is minimal both in non-university and university studies and that strategic decisions, at least at the institutional level, are required to ensure diversity of methodological approaches in the final thesis. KEY WORDS: project-based learning approach, teacher training, competences.
{"title":"ABILITY OF THE PROJECT-BASED LEARNING APPROACH IN THE FINAL THESIS IN EDUCOLOGY STUDIES","authors":"Vitalija Gražienė","doi":"10.15181/ATEE.V2I0.525","DOIUrl":"https://doi.org/10.15181/ATEE.V2I0.525","url":null,"abstract":"The goal of the research was to analyse and define directions for improving the methodology for the final thesis in educology studies through examination of possibilities to apply the project-based learning approach as a method suitable for the development and explication of modern competencies of student teachers. A qualitative analysis was conducted using predefined criteria of the project-based learning approach. The research looked at evidence of project-based learning in final theses in the 1st cycle (BA) non-university and the 1st and 2nd cycle (BA and MA) university studies in educology. A hypothesis was put forward that evidence of the application of the project-based learning approach can be found within the traditional framework of the final thesis in educology. The findings of the research revealed that this evidence is minimal both in non-university and university studies and that strategic decisions, at least at the institutional level, are required to ensure diversity of methodological approaches in the final thesis. KEY WORDS: project-based learning approach, teacher training, competences.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"194 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134188757","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}
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