Use this url to cite researcher: https://hdl.handle.net/20.500.12259/151711
Now showing 1 - 8 of 8
  • research article ; ;
    Daunienė, Eglė
    Sodobna pedagogika – Journal of contemporary educational studies. Ljubljana : Association of Slovenian Educationalists, 2021, vol. 72, iss. 3, p. 196-213
    t. This paper presents a systematic literature review of the empirical studies on lesson study (LS), examining the impact of this methodology on teachers’ professional development. The review is based on an analysis of relevant papers published between 1999 and 2019 and extracted from the electronic Clarivate Analytics and EBSCO databases. This paper analyses a selection of 16 studies that met the inclusion and exclusion criteria. The analysis revealed four areas where LS has a positive effect on teachers’ professional development. The reviewed studies illustrate that the LS methodology facilitates teachers’ professional development by impacting the competencies related to (i) teaching and learning processes, (ii) content knowledge and (iii) student personal development, while also affecting (iv) teachers’ attitudes and beliefs. Furthermore, this literature review identifies some strategies for how LS could be applied in different subjects and fields. Finally, the review identifies research gaps, calling for different methodological, long-term (e.g., longitudinal) study approaches to deepen the understanding of the specific benefits facilitated by LS.
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  • Publication
    Mokytojų patirtys įgyvendinant ugdymo turinį: mokytojas, kaip švietimo politikos dalyvis, mokyklos bendruomenės narys ir profesionalas
    [Teachers’ experiences in implementing curriculum: a teacher as a participant of educational policy, a member of the school community and a professional]
    research article ; ; ; ;
    Pedagogika : mokslo darbai = Pedagogy. Kaunas: Vytauto Didžiojo universitetas, 2019, T. 133, nr. 1, p. 78-104
    The curriculum and its implementation are continuously at the centre of discussions of education policymakers, society and scientists. It is obvious that it is a teacher, who implements curriculum and seeks to achieve the quality of its implementation while reacting to the context of his practice, makes decisions based on his convictions and attitudes, knowledge about the educational process. This article endeavours to reveal teachers’experiences in implementing curriculum of Lithuanian comprehensive schools. The research raises the following question: how do teachers understand and experience the implementation of curriculum? The phenomenography method was chosen for the research and a focus group interview method was used for data collection. 86 teachers of various subjects and primary school teachers, who have the qualification category of a teacher-senior or a teacher-methodologist, participated in the study. The analysis of research results has shown that the implementation of curriculum is experienced by teachers through understanding of himself as a participant of educational policy, as a member of the school community, as a professional. These three categories, which were distinguished, comprise the space of the study results. Teacher’s empowerment and professional recognition are the leading elements of a successful implementation of curriculum. The research revealed that teachers understand the implementation of curriculum, which is delegated to them by education policymakers. Based on the fact, whether a task delegated to teachers is understood and provided with support, how they are trusted and allowed to participate in constructing and creating curriculum before and while implementing it. It depends on what position teachers will take for a great measure. [...]
      682  312Scopus© Citations 1
  • Publication
    Implementing inclusive education in Lithuania: what are the main challenges according to teachers’ experiences?
    [Įtraukiojo ugdymo įgyvendinimas Lietuvoje: pagrindiniai mokytojų patiriami iššūkiai]
    research article
    Lakkala, Suvi
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    Uusiautti, Satu
    Acta Paedagogica Vilnensia : mokslo darbai. Vilnius : Vilniaus universiteto leidykla, 2019, T. 43, p. 37-56
    The purpose of this article was to analyse the challenges primary and subject teachers had experienced concerning the implementation of inclusive education in Lithuanian primary schools, progymnasiums and gymna-siums. In this study, 86 Lithuanian teachers reflected on their experiences of teaching in heterogeneous classes. The data were collected from 13 group interviews. The article highlights the challenges encountered by the primary and subject teachers in implementing inclusive teaching. The findings were arranged under four themes. Concerning teachers’ pedagogical competence, the teachers highlighted difficulties in differentiating their teaching and including the students with special educational needs in the classes’ social peer networks. Teachers also pointed out the need for multiprofessional collaboration and dialogue with parents. The themes were then interpreted in the theoretical frames of teachers’ professional competences. At a practical level, the study’s findings may help teacher educators understand the teacher competences needed to implement inclusive education and support them to develop existing teaching programs to target the successful implementation of inclusive education.[...]
      75  67Scopus© Citations 2
  • conference paper ; ;
    Proceedings of the 42nd international academic conference, Rome [elektroninis išteklius] : 10 - 13 September 2018 / [edited by: Jiri Rotschedl, Klara Cermakova]. Prague : International Institute of Social and Economic Sciences, International Society for Academic Studies, 2018, p. 1-2
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  • Mokytojų profesinis tobulėjimas yra sistemingas, nuoseklus procesas, trunkantis visais pedagoginės karjeros etapais ir laiduojantis sėkmingą pedagogo veiklą, siejamą su mokytojų mokėjimu mokytis, žinių pritaikymu ugdymo praktikoje siekiant padėti mokiniams (Postholm, 2012). Nuolatinis profesinis tobulėjimas grindžiamas savanorišku mokytojo dalyvavimu, kuris sustiprina įsitraukimą į vykstančius pokyčius ir inovacijų skatinimą bei diegimą švietimo erdvėje. Kokybinio tyrimo tikslas – atlikti įvairių sričių (pradinio ugdymo, kalbų (gimtosios ir užsienio), matematikos ir informacinių technologijų, gamtos mokslų ir kūno kultūros, socialinių mokslų ir dorinio ugdymo, meninio ugdymo ir technologijų) mokytojų dalykinių kompetencijų tobulinimosi poreikio ir turinio analizę ir pateikti rekomendacijas. Siekiant įgyvendinti tyrimo tikslą, buvo keliami šie tyrimo klausimai: Ką mokytojui reiškia X dalyko kompetencijų tobulinimasis? Su kokiais iššūkiais susiduria X dalyko mokytojas įgyvendindamas Bendrąją programą? Kaip mokytojas identifikuoja dalykinių kompetencijų tobulinimo poreikius ir planuoja savo kompetencijų tobulinimo perspektyvą? Kas skatina tobulinti kompetencijas? Tyrimo metodologija grindžiama fenomenografinio tyrimo strategija. Ieškodami atsakymo į tyrimo klausimus, siekėme atskleisti, kokią kompetencijų tobulinimosi patirtį turi mokytojai, kaip jie tobulina savo kompetencijas ir su kokiais iššūkiais susiduria jas tobulindami. Be to, norėjome išsiaiškinti, su kokiais iššūkiais susiduriama ugdymo praktikoje – mokytojams įgyvendinant tam tikro mokomojo dalyko Bendrąsias programas. Taip pat buvo siekiama išsiaiškinti ir teigiamas ugdymo praktikos bei kompetencijų tobulinimosi patirtis kaip prielaidas, suteikiančias kryptį ugdymo(-si) kokybei gerinti.[...]
      446
  • book
    Albert, Sabine
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    Cierpiałowska, Tamara
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    Jäggle, Georg
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    Kijak, Remigiusz
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    Kyrö-Ämmälä, Outi
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    Kossewska, Joanna
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    Lakkala, Suvi
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    Norvapalo, Katja
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    Tomecek, Susanne
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    Vilnius : Publishing house of the Lithuanian University of Educational Sciences, 2017
    There are many publications about inclusive education although only a few review international comparative studies. This book presents the nexus of theory and practice, gives opportunities for the reader to observe inclusive education through socioeducational lenses and, thus, promotes reflective thinking. It is noteworthy, that the book makes the respondents’, i.e., parents’, teachers’ and students’ voices heard. It is crucial for creating inclusive education to appreciate experiential expertise and enhance the agency of all members in the school community. The authors of the book deal with the integrated entity of four interesting and quite different cases of inclusive schools in theoretical and socio-educational frames.
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  • Publication
    Modern education and narrative pedagogy
    [Modernus ugdymas ir naratyvinė pedagogika]
    research article ;
    Spring University. Changing education in a changing society. , T. 2 (2013), p. 18-22
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  • research article ;
    Bildungswissenschaft auf der Suche nach globaler Identität = Educational sciences in search of global identity / Gerd-Bodo von Carlsburg (Hrsg./ed.), Algirdas Gaižutis und Airi Liimets. Vol. 26. Frankfurt am Main : Peter Lang, 2013, P. 485-504
    The present article, based on the research by Karran (2007), aims to disclose the expression of academic freedom in the countries of European Union between academic community and society. There is also emphasized negative experience in the sphere of the Lithuanian higher education dating from 2011, by contrasting the legal documents regulating the activity of the university with arbitrariness that discloses a weak link in discussion between academic community and society as a whole. The experience of other countries (Latin America, Mexico, Zimbabwe, China, Belarus and others) is presented, based on the theoretical analysis of literature. On the basis of the analysis of academic literature and scholarly research there are questions for discussion It is asked whether academic community and society can resist the commercialisation of higher education, whether they can safeguard and nurture the value of higher education. One can only hope that with the world becoming more and more pragmatic, society will still consider university as an institution fostering culture and not only as a service providing institution, or as a participant or means in economic relations.
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