Authors:Katarina Dadić, Martina Horvat, Una Matea Mikulić Pages: 174 - 184 Abstract: The departure of a parent to serve a sentence of imprisonment affects the change of a family’s climate, which can be divided into three groups: (a) changes in daily life navigation and activity; (b) changes in parent-child relationships; and (c) changes in financial circumstances. The abrupt change that a child experiences can lead to the development of externalized and internalized behavioral problems, as well as changes in student academic achievement due to lack of motivation and concentration. Since the school is an educational institution that provides children with secondary socialization opportunities, it has an important role in supporting students whose parents are serving prison sentences. This paper presents research suggesting that stigmatizing students whose parents are in prison can bring shame, discomfort, and withdrawal to themselves. Considering that there are no clear suggestions on how the primary school should act when the parent goes to prison, the authors of this paper propose guidelines on minimizing the harmful consequences on socioemotional development and academic success of students whose parents go to prison. PubDate: 2023-01-31 DOI: 10.15388/ActPaed.2022.49.12 Issue No:Vol. 49 (2023)
Authors:Dita Nimante, Maija Kokare Pages: 8 - 22 Abstract: The purpose of this paper is to share findings about teachers’ perceived competencies for inclusion based on data gathered from 1590 (N = 1590) teachers representing 69 mainstream schools of Riga municipality using a survey. In answering the research questions on how teachers perceive themselves, if they have the necessary competencies for implementation of inclusive education, and what is missing, the results showed teachers self-reporting that despite the lack of specific qualification for inclusive education, they have the necessary competencies for inclusion. Teachers indicated that they have a slightly higher level of general competence; however, there is room for improvement in both general and specific competencies for inclusive education. Two of the most important specific competencies for inclusive education that they lack are the “implementation of an inclusive and supportive learning process for everybody by differentiating and adapting the curriculum” and a “timely identification of pupils’ difficulties in the learning process.” The findings reveal the challenges, problems, and limitations that would arise in providing high quality inclusive education to meet the needs of all learners. Despite the fact that teachers perceive that they have certain competencies for inclusive education, the majority of teachers do not feel comfortable and confident in practice in the inclusive classroom. Answers to the other research question revealed a connection between teachers’ age, teaching experience, education, and teachers’ perception of general competencies for inclusive education. A connection was revealed between teachers’ age, teaching experience, and teachers’ perception of specific competencies for inclusive education. Based on the results, suggestions for further research and implications for practice are discussed. PubDate: 2022-12-30 DOI: 10.15388/ActPaed.2022.49.1 Issue No:Vol. 49 (2022)
Authors:Viktoriia V. Sydorenko, Oksana Dzhus, Roman V. Kozenko, Olena A. Ivanenko, Tetiana M. Zavadska Pages: 23 - 42 Abstract: This paper deals with theoretical models of soft skills development in teacher education. The immediate purpose of this consideration is to develop a model for the development of a teacher’s soft skills as a competent, innovative, motivated, and competitive specialist in the labor market in the present time. The role of soft skills in the process of professional development of employees in all organizations has been increasing in recent times. However, the importance and necessity of teachers’ soft skills and, therefore, their formation among students studying in pedagogical areas are not yet adequately realized by many participants in the educational process. This paper examines the concept of soft skills and identifies the importance of these skills for the development of a specialist in the pedagogical field. In addition, a comparative analysis of hard skills and soft skills was conducted, and their components, namely competences, values, and behavioral indicators were evaluated. An analysis was conducted to assess the labor market needs for new qualifications. This made it possible to design a model of the modern teacher with skills reflective of their real environment. The results of this study can be further used in the improvement of lifelong learning and adult education. PubDate: 2022-12-30 DOI: 10.15388/ActPaed.2022.49.2 Issue No:Vol. 49 (2022)
Authors:Ilze Briška, Gunta Siliņa-Jasjukeviča Pages: 43 - 55 Abstract: The current study explores the possibilities of promoting the prospective teacher’s domain-general metacognition in the university study process. The aim of the study is to investigate which content of reflection is more relevant for effective enhancing teacher education students’ domain-general metacognition. To reach the aim, the structure of metacognition is analysed; metacognition (MC) components are interpreted from the perspective of transformative learning to define the indices for the domain-general metacognition; a set of open-ended sentences is constructed for reflection which includes all components of MC; and the significance of different sentences for providing the students’ domain-general metacognition is proved in a mixed-methods study. PubDate: 2022-12-30 DOI: 10.15388/ActPaed.2022.49.3 Issue No:Vol. 49 (2022)
Authors:Indrė Lebedytė-Mečionienė Pages: 56 - 68 Abstract: Beginning teachers are confronted with certain established norms, power relations, cultures and systems in schools and in education in general at the beginning of their careers. They are in a constant field of tension and can be much more sensitive to observing and questioning standards than those who have been operating in that system for a long time. In order to maintain a critical and change-oriented approach, it was chosen to describe the ideas of critical pedagogy and to analyze teachers’ experiences through this prism. Nine beginners in teaching from “Teach First Lithuania” were interviewed about their encounters with the reality of education and the choices that followed. The findings of the study revealed the prevailing hierarchical relationships in the school (often based on fear or tension); the prevalence of various types of falsification – when documents do not correspond to reality; orientation to the curriculum, standardized tests, and exams; the formation of academic classes and the “norm” of labeling – phenomena that form the habitus of the weaker and contribute to social reproduction in education. For all participants in the study, the relationship with the students is the most important, but teachers who are still teaching admit that results became very significant (due to pressure from parents, administration, and society). Staying in public schools is most motivated by a sense of appreciation, good relationships with colleagues, and commitment to students. Decisions to abandon teaching are most motivated by a heavy workload and lack of freedom. PubDate: 2022-12-30 DOI: 10.15388/ActPaed.2022.49.4 Issue No:Vol. 49 (2022)
Authors:Jelizaveta Tumlovskaja, Jonas Ruškus Pages: 69 - 82 Abstract: Within this paper, the authors examine the school performance quality assessment system in Lithuania from the standpoint of pedagogical staff who find themselves in the status of the assessed. The philosophical concept of The Gaze is used for the interpretation of the results of a quantitative and qualitative survey. The concept of the Gaze, as conceptualized by Sartre and Foucault, helps to understand the sense of tension between freedom and control as experienced by pedagogical staff who find themselves in the status of the assessed. The authors, by applying principles of phenomenological interpretative analysis and descriptive statistics, examine the process of school performance quality assessment as experienced by teachers. The informants identify themes such as stress, distress, work simulation, and creativity restrictions. The authors conclude that school performance quality assessments do emerge as the Gaze, and furthermore as a dilemma of communication known as the Double Bind, when at the same time contradictory objectives are held, and a regressive state of stress and distress is generated as a result. On the bases of results of their research, the authors suggest that the actual school performance quality assessment system in Lithuania must be fundamentally improved by applying the empowering consultancy approach, while measures of quality assessment should be focused on objective indicators of school performance quality assessment. PubDate: 2022-12-30 DOI: 10.15388/ActPaed.2022.49.5 Issue No:Vol. 49 (2022)
Authors:Mārtiņš Driksna, Baiba Kaļķe Pages: 83 - 97 Abstract: This study examined competences of heads of schools when acquiring the current terminology of education in Latvia. In the school year 2020/2021 schools in Latvia implemented new approach to learning by introducing the curriculum reform called “Introducing the competence approach in the instructional content “Skola 2030”. The event led to several changes in the curriculum as well as an addition of various new terms to be used when introducing the reform to schools; therefore, to successfully implement the reform heads of schools have to fully understand the new curriculum and terms. The aim of this research paper was to study what the necessary competences of heads of schools are when acquiring the current terminology of education. To achieve the objective, analysis of theoretical literature, scientific research and statistics were performed; a survey for heads of schools was developed and conducted; the results of the study were compiled. In the empirical part it was clarified which were the necessary competences of heads of schools that related to acquiring, using, and passing on the terminology of education. The study found that in the acquisition of the current education terminology the most important competences are social competence, methodological competence, self-competence and their subcompetences. PubDate: 2022-12-30 DOI: 10.15388/ActPaed.2022.49.6 Issue No:Vol. 49 (2022)
Authors:Sergejus Neifachas, Tomas Butvilas, Kristina Kovaitė Pages: 98 - 114 Abstract: The paper examines the modelling dimension of the virtual teaching/learning environment and its implementation practices. Changing trends of the educational processes become apparent; thus, it is necessary to reflect and justify the contours of modeling the virtual educational environment. When looking for new ways of conceptualizing teaching/learning strategies, it is especially important to understand the inclusive, enabling context of the open learning spaces, to adequately assess the content elements and to predict the possible characteristics of their expression in the context of inclusive and sustainable economy. In this paper, the process of modeling the virtual learning environment is analyzed using reflexive approaches. It is stressed that the aim of the new education policy strategy is to create learning environments that enable people of different talents and interests to receive appropriate learning, adapt to different life situations and goals, and reconcile, say, formal learning and self-education. Qualitative data is presented along with both teachers’ and educational experts’ attitudes. PubDate: 2022-12-30 DOI: 10.15388/ActPaed.2022.49.7 Issue No:Vol. 49 (2022)
Authors:Rūta Girdzijauskienė, Aida Norvilienė, Gražina Šmitienė, Liudmila Rupšienė Pages: 115 - 130 Abstract: This paper analyzes teaching and learning in the context of the implementation of digital technology in educational practices. On the basis of the data obtained from focus group discussions and creative workshops with primary school teachers, ways are identified to recognize and strengthen student engagement in learning through the use of digital tools, based on artificial intelligence and integrating learning analytics. As evidenced by the analysis of the research data, students’ cognitive, emotional, and behavioral engagement in learning increases due to the use of digital learning tools. To support and strengthen student engagement, teachers need to rethink their habitual educational practices, anticipate the barriers to engagement caused by digital technologies and the ways of coping with them, make use of digital tools for personalized and in-depth learning, and apply effective means to manage classrooms and interactions between students. PubDate: 2022-12-30 DOI: 10.15388/ActPaed.2022.49.8 Issue No:Vol. 49 (2022)
Authors:Rasa Kulevičienė Pages: 131 - 146 Abstract: In Lithuania, the enablement of primary form students to reflect on learning, and especially during lessons of the Lithuanian language, is little investigated. Therefore, this paper discusses what possibilities are provided by student books on the Lithuanian language Taip and Pupa in this process. The method of thematic analysis was used for the analysis of the said student books. The research revealed that student books from the series Taip include high-quality instruments to achieve this aim, i.e., questions for children’s reflections, open-ended sentences, starting from form 1. Even though these elements remain the same in particular forms throughout an entire school year, a teacher can employ them for different purposes. It was also found that high quality instruments included in the Lithuanian language student books Pupa, i.e. questions on reflecting about learning, are introduced respectively from form 2. Like in student books on the Lithuanian language Taip, instruments for particular forms are the same for an entire school year. The research also revealed that instruments presented in student book series on the Lithuanian language Taip and Pupa are highly valuable, as teachers have the possibility to empower school students to reflect on learning during Lithuanian language lessons in many various aspects, such as cognitive, sensitive, and emotional activities, the problem and value of learning, decision-making, etc. PubDate: 2022-12-30 DOI: 10.15388/ActPaed.2022.49.9 Issue No:Vol. 49 (2022)
Authors:Julija Tuleikytė Pages: 147 - 158 Abstract: This paper analyzes whether Paulo Freire’s critical pedagogy, which Freire defines as humanization, can be ecopedagogy, and if ecopedagogy is humanization. The text addresses the question of the actuality of Freire’s critical pedagogy and inquires whether it responds to such contemporary questions as the relation between the human being and the planet, or whether it, in a modern manner, prioritizes free human agency before the environment. As an instrument, a comparison is used of Paulo Freire’s and Zygmunt Bauman’s conceptions of phenomena encompassed by dehumanization and humanization. After an analysis of the social critique suggested by the thinkers in the aspect of dehumanization, a conclusion is made that ecopedagogy is humanization in the Freirean critical pedagogy sense, and Bauman’s social conception can serve as an example for a contemporary re-inventing of Freire’s critical pedagogy. PubDate: 2022-12-30 DOI: 10.15388/ActPaed.2022.49.10 Issue No:Vol. 49 (2022)
Authors:Rūta Gajauskaitė Pages: 159 - 173 Abstract: This paper looks at how the ontological and epistemological premises of posthumanism allow educators to reread a curriculum. Document analysis reveals the current grade 6 first foreign language curriculum in Lithuania as being, in Deleuzian terms, a striated, exhaustive, and positivist one. It is also ridden with tension to meet both the naturally arising learners’ interests and standardized learning outcomes. Posthumanism, which invites educators to look at the curriculum rhizomatically, allows for different kind of learning – defined through thinking, becoming, and affirming. PubDate: 2022-12-30 DOI: 10.15388/ActPaed.2022.49.11 Issue No:Vol. 49 (2022)
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