Pedagogo veiklos tobulinimas: darbas su globojamu vaiku ir jo šeima

Staskevičienė, Vilma; Bankauskienė, Nijolė

doi:10.5755/e01.9786090208588

Cited by 3 publications

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“…Globėjai daug dėmesio skiria fi zinės ir psichinės sveikatos sutrikimams šalinti. Jei pagal tradicinę paradigmą globėjai yra socioedukacinės paslaugos -globos -teikėjai, modernusis požiūris juos traktuoja kaip specialistus, savo srities profesionalus (Staskevičienė, Bankauskienė, 2012).…”

Section: šEimynų Išoriniai Ryšiaiunclassified

“…Vaiko uždaviniai yra ne tik prisitaikyti prie globėjų, sukurti su jais prieraišius ryšius, spręsti dėl patirto blogo elgesio iškylančias raidos problemas ir ugdyti asmenybę, bet ir išlaikyti santykius su biologine šeima ir asmeninį bei kultūrinį identitetą (Martin, 2000). Jei pagal tradicinę paradigmą globėjai socializuoja vaiką pagal savo šeimos modelį ir pripažįstamas vertybes, tai modernioji paradigma akcentuoja globotinio resocializaciją, nenutolstant nuo globotinio socialinės kilmės (Staskevičienė, Bankauskienė, 2012). Todėl pedagoginėje literatūroje pabrėžiama būtinybė padėti globėjams palaikyti globojamų vaikų ryšius su jų tėvais.…”

Section: šEimynų Išoriniai Ryšiaiunclassified

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Spheres and Opportunities of Lithuanian Foster Families Partnership

Stražinskaitė

Martinėlienė

2014

Socialinis Ugdymas

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ĮvadasLietuva, kaip ir kitos Rytų Europos valstybės, jau daugiau nei dvidešimt metų ieško alternatyvų centralizuotai valdomai ekonomikai ir sėkmingai jas įgyvendina, tačiau socialinės apsaugos ir paramos sektorius vis dar laikomas valstybės prioritetu. Šeimynų veikla iliustruoja nevyriausybinio sektoriaus galimybes vykdant konkrečią socialinę misiją, o jų sukaupta patirtis naudinga šio sektoriaus plėtrai.Šeimyna, kaip tėvų globos netekusius vaikus globojanti bendruomenė, jau buvo sulaukusi mokslinių tyrimų. Pirmą kartą šeimynos paminėtos 1998 m. M. Barkauskaitės,

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Section: šEimynų Išoriniai Ryšiaiunclassified

Spheres and Opportunities of Lithuanian Foster Families Partnership

Stražinskaitė

Martinėlienė

2014

Socialinis Ugdymas

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“…Alternatyvių globos modelių paieška tampa daugiabriauniu iššūkiu visuomenei, nes susiduriama ne tik su didėjančiu socialinės rizikos šeimų skaičiumi, bet ir globėjų, su kuriais vaikui būtų galima sukurti prieraišų ryšį, trūkumu ir jų tinkamu pasirengimu. Tarp keleto persipynusių globojančios šeimos edukacinių funkcijų ypač išsiskiria koordinavimo (su pedagogais, specialistais, giminaičiais, valstybės institucijomis) ir terapinė -prevencinė (Staskevičienė ir Bankauskienė, 2012). Tinkamam globėjų pa(si)rengimui būtinas ir adekvatus teorinis pagrindas, kurio, kaip parodė literatūros šaltinių analizė, vis dar stokojama.…”

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Alternative Parenthood: Interaction between the Concepts Parenting and Care

Stražinskaitė

Zaleskienė

2017

PED

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The changes of education paradigms and new tendencies of education allow to expand the content and expression of the educational function of child care having in mind all periods of child development and social reality situations. Foster care and parenting have been developed into individual theories over the past few decades, and the possibilities of potential combination of theories have not been realized. The research question raised by the authors: what kinds of interaction exist between concepts of “parenting” and “care”? The analyses of research works and empirical data discloses that an alternative parenthood is the creation of a particular communicative relationship between the child and the caregiver. Thus the relationship becomes a social phenomenon which embraces the concord between child-oriented educational activities and the creation of the caregiver’s identity. The educational function of foster care is manifested in the article: under specific education conditions; via the mutual dialogue between the child and his/her caregiver; at the stages of preparation, acquaintance, crisis and adaptation; through the caregiver’s skills and values. On the basis of the narrative analysis of caregivers’ interviews the model of the dialogic-procedural expression and conditions of the educational function of alternative care are devised. The axis of relationships underlined in the narratives of caregivers supplement the model of dialogical self-education described in the literature review and the classification of parenting skills. The axis of context is a constitutent part of external environment conditions, whereas the time axis gives prerequisites for dividing the process of foster care into stages. The model has a potential to reduce the number of unsuccessful cases of care, enables the specialists to identify the insufficiency of care conditions as well as to model the behavior of both participants of the care process. The process of care is expressed through dialogic self-education that enables both participants of interaction to express own needs and expectations, as well as change own thinking, behaviour and values. The participants of interaction participants exchange information through own behaviour, refusal to behave in the way asked, protest, silence, tears and other non-verbal expressions; however, language is especially significant in a dialogue both as a medium and as an educational means. In the model, skills are divided into child-centered, i.e. basic skills that manifest the functions of care as a mission, and adult-centred that are referred to as enhanced. The third distinguished aspect is the expression of caregivers’ values at different stages of care. At the end some conclusions are developed by the authors in the sense that care as an educational conception is used to define the educational function addressed at both biological and foster children: identification of the educational needs of a child, representation of the child, creation of positive environment and its application for specific needs of a child, as well as the influence of an adult on a child’s development up to adulthood. From the educational point of view, apart from the usual family activities, non-kinship foster parenting should be directed towards the establishment of affective relationships, overcoming developmental disorders and traumatic experiences, prevention of harmful habits and maintenance of relationships with biological families.

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Application of Action Research in the Teaching/Learning Process for the Acquisition and Development of Competences: Attitudes of Students - Prospective Teachers

Bankauskienė

Masaitytė

2019

SIE

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The profession of teacher requires a qualitative and special preparation for a specific activity. Therefore, the importance of professional and general competencies of relevant specialists working and intending to work in educational institutions is emerging.The document “Common European Principles for Teacher Competencies and Qualifications” (2005) emphasizes the provision that all educators must be able to work effectively in three overlapping areas of activities: working with information, technology and knowledge, working with people (students, colleagues and other partners), working with society and in society at local, regional, national, European and global levels (Saulėnienė, Žydžiūnaitė, & Katiliūtė, 2006). In order to work successfully, the educator must have cognitive, functional, personal and ethical competencies.In Lithuania, changes and updates of regulations, models and conception of the training and activity of teachers are regularly updated (2004; 2010; 2012; 2015; 2016; 2017; 2018). Teachers’ competencies are summarized in the “Description of Professional Competencies of Teachers” (January 15, 2007); the description highlights common cultural, vocational pedagogical and general competences. In many Lithuanian higher education institutions that train qualified educators, since 2000 the method of improving the action research is used in the study process. This method of qualitative research is also highly appreciated and successfully used by different types of schools in the process of specialist education in many foreign countries. This method is also applicable to general education institutions. This method is described and analysed by Lewin (1948), Corey (1953), Grundy (1988), Callhoun (1994), McLaughlin (1997), Lanshear and Knobel (2004), Kemmis and McTaggart (2005), Creswell (2008), Mills and Ainassian (2009) and others.The aim of this article is to analyse the teachers’ opinion on the application of action research in the study process.To achieve the goal, three objectives have been set:1. to discuss the coherence between the European Qualifications Framework (2005) and the Competences of the Lithuanian teachers (2007);2. to highlight the essence of the method of action research;3. to examine how the students themselves – present and future educators – evaluate the method of action research that proves advantageous to acquire and develop competences.The research analysed 102 reports – final study projects on the improvement of the activity of educators prepared by the students – future educators – of one of Lithuanian higher education institutions from 2007 to 2017. The research was carried out in May 2018.It has been established that in the process of the action research, the educators mostly improved these general competencies of – research activities, reflecting and learning to learn, communication and cooperation; these professional pedagogical competencies as the development of professional development, the use of information technology, recognition of understanding the pupil and his/her progress, motivating and supporting students, planning and improving the content of the subject, teaching/learning process management, assessment of student achievements and progress.In all of the 102 projects submitted by the students, the application of this method in the study process at the higher education institution was positively evaluated.It was emphasized that during this research not only the new knowledge was gained, but also the participants of the research, the learners, have themselves developed and improved, as well the researchers – students – future educators have improved.

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Pedagogo veiklos tobulinimas: darbas su globojamu vaiku ir jo šeima

Cited by 3 publications

References 0 publications

Spheres and Opportunities of Lithuanian Foster Families Partnership

Spheres and Opportunities of Lithuanian Foster Families Partnership

Alternative Parenthood: Interaction between the Concepts Parenting and Care

Application of Action Research in the Teaching/Learning Process for the Acquisition and Development of Competences: Attitudes of Students - Prospective Teachers

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