Interpretative Aspects of the “Emancipation” Concept

Čiučiulkienė, Nijolė; Bankauskienė, Nijolė

doi:10.15823/su.2015.39

Cited by 2 publications

(4 citation statements)

References 8 publications

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“…Today, emancipation expands its content, acquires new shades of interpretation. The rapid development of sciences, interdisciplinary scientific trends provide this concept with the new integral, sometimes even metaphorical meanings (Čiučiulkienė & Bankauskienė, 2015). In the legal sense, emancipation is the legal empowerment of a person in his/her professional field, which is revealed in documents defining the specifics of professional activity, normative legal acts.…”

Section: Literature Reviewmentioning

confidence: 99%

“…At the social level, emancipation can also be interpreted as the successful socialization of a person in the workplace community. The opportunity to demonstrate one's professional abilities, the transition from formal to informal relationships, and finally -the recognition of others leads to the conclusion that a person experiences emancipation (Radford, 2012;Čiučiulkienė & Bankauskienė, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Full participation in creating a higher quality educational process from the teacher's assistant requires reflection that inspires self-development, making independent decisions that would influence education. Thus, a teaching assistant should be rational, critical thinking, moral, social, and communicative, i.e., emancipated personality (Lissovoy, 2010;Radford, 2012;Čiučiulkienė & Bankauskienė, 2015;Setlhako, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Emancipation of Professional Activities of a Teacher Assistant in the Process of Mentoring at Pre-School Institution

Ciuciulkiene,

Tandzegolskienė - Bielaglovė,

Anglickienė

2023

SIE

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When discussing the assistant's emancipated participation in the educational process, it is important not to forget the pre-school teacher who often becomes a formal or informal mentor to the teaching assistant. It is the role of the mentor, his/her influence, that is one of the most important factors in the process of emancipation of the teaching assistant. Interrelationships based on support, respect, tolerance, sharing of experience and responsibility, constant help to each other, and support turn mentoring into a high-quality process that ensures emancipation. It is important that the mentor clearly defines what he/she expects from the assistant and is willing to help him/her to develop. Otherwise, it will not make sense to talk about the emancipation of the teaching assistant's professional activity. Relying on the qualitative research findings it is possible to state that a teacher assistant is supposed to provide a qualified support to an educator and a pupil in ordinary and inlusive educational process. It requires from teacher assistant vide range of competences,enabling him/her to demonstrate rationality, clear value system, professionalism, i.e. to be an emancipated personality. The process of emancipation takes place when there is the harmony among the set of emancipatory legal, philosophical, social, and educational aspects and the personal reality perception, activity and will. In order to develop the emancipation of a teacher assistant's, the competence of the mentor plays the key role, especialy his/her abilities to encourege and empower the mentee‘s independent, still community - directed solutions. Thus, the reversity of the mentoring process comes to the focus of the attention. The proof of the teacher assistant's emancipation success is considered to be the process of reverse mentoring. The qualitative content analysis of the interviews of the teaching assistants working in pre-school education institutions revealed that the emancipation of teaching assistants is observed in the answers of all informants, but the emancipation of their activities in the mentoring process is only partially ensured.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Emancipation of Professional Activities of a Teacher Assistant in the Process of Mentoring at Pre-School Institution

Ciuciulkiene,

Tandzegolskienė - Bielaglovė,

Anglickienė

2023

SIE

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“…Instrumental reductionism in treating the values of work in VET curricula also narrows the criteria applied by VET teachers and competence assessors in identifying the stage when a student becomes a skilled worker. These criteria are limited to the acquisition and demonstration of the defined sets of vocational knowledge and skills in executing the work tasks, by downplaying other important aspects of truly masterful performance, such as critical thinking and following a well-established framework of moral, ethical, social and esthetical values of work (Čiučiulkienė and Bankauskienė, 2015). The current methodological discussions of teaching work values in VET focus on the internalization of work values (Daukilas et al , 2016), and critical perception of work values (Kenny et al , 2019; Arvanitis, 2018), expression of the values related to employers’ interests in training (Abiogu et al , 2021; Lyons et al , 2010), relationships between utilitarianist, pragmatist and hedonist value orientations by the students and VET providers.…”

Section: Introductionmentioning

confidence: 99%

The competence-based VET curriculum and teaching of work values: the case of Lithuania

Tūtlys

Daukilas

Mičiulienė

et al. 2023

EJTD

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Purpose This paper aims to explore how the competence-based vocational education and training (VET) curricula facilitate shaping of work values of VET students. It discusses methodological and ideological orientations of competence-based VET in teaching work values and discloses the typical characteristics of teaching work values in the VET system of Lithuania. Design/methodology/approach A quantitative research approach leading to a survey method is adopted to investigate how VET students acquire and apply work-related values and attitudes to work. Findings The survey of the VET students has disclosed that students are open to accepting different values of work, including cognitive values, social prestige and altruist values. However, orientation of the VET curricula to and provision of instrumental values lead to relatively weak internalization of the work values related to societal and spiritual dimensions. Originality/value The paper provides empirical evidence regarding the implications of the competence-based curricula for teaching students work values in the school-based VET.

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Interpretative Aspects of the “Emancipation” Concept

Cited by 2 publications

References 8 publications

Emancipation of Professional Activities of a Teacher Assistant in the Process of Mentoring at Pre-School Institution

Emancipation of Professional Activities of a Teacher Assistant in the Process of Mentoring at Pre-School Institution

The competence-based VET curriculum and teaching of work values: the case of Lithuania

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