Pedagogika / Pedagogy 2018 t. 132, nr. 4

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  • Publication
    Educational system for the development of collaborative Ill-structured problem-solving skills
    [Neaiškios struktūros problemų sprendimo bendradarbiaujant gebėjimų plėtojimo edukacinė sistema]
    research article
    Jaleniauskienė, Evelina
    Jucevičienė, Palmira
    Pedagogika, 2018, t.132, nr. 4, p. 5-22
    Problem solving is indicated among the most important 21st century skills and therefore many educational practitioners and researchers suggest to include the development of this skill in diverse subjects across university studies. However, practice of this skill development is usually limited to the application of problem-based learning, which leaves it only among many other goals. The fact also remains that this popular curricular invention is most commonly considered as a content-based method, which puts greater emphasis on subject-related knowledge acquisition in the context of solving problems. Indeed, solving ill-structured problems is not an easy activity and what higher education needs is a more explicit focus on the development of this skill in students. The article seeks to scientifically and practically explain the system on how this educational aim can be attained. Based on literature review, we design a tripartite system for enabling students to learn collaborative problem solving. It comprises three main parts: preparation for solving ill-structured problems in collaboration, inclusion into the processes of solving such problems and evaluation of the processes as well as outcomes achieved. The designed system is universal and can be implemented across various disciplines and subjects in higher education.
      152  182
  • Publication
    Mokytojų asmenybės bruožai ir pyktis
    [The relationship of five personality traits and anger in teachers]
    research article ;
    Jaruševičienė, Violeta
    Pedagogika : mokslo darbai = Pedagogy. Vilnius : Lietuvos edukologijos universitetas, 2018, T. 132, nr. 4, p. 23-41
    Some teachers tend to get angry. The anger of a teacher could destroy interpersonal relationships with students. It could weaken students’ learning motivation, academic achievement and social behavior. The aim of the current study was to investigate the relationship of teachers’ five personality traits and anger. The sample consisted of 157 Lithuanian teachers of general education schools. The NEO-FFI Personality Trait Questionnaire (Costa, McCrae, 1992) and the Multidimensional Anger Inventory (Siegel, 1986) were used to measure personality traits and anger. Correlation analysis of the research data revealed a positive correlation between neuroticizm and anger, anger arousal, hostile outlook and anger-in. Extraversion and conscientiousness negatively correlated with anger, anger arousal, range of anger-eliciting situations, hostile outlook and anger-in. Openness to experience had the negative correlations with anger, anger arousal, anger-in and anger-out. The trait of agreeableness was not related to anger and its dimensions. The results obtained can be useful in organizing anger management programs for teachers or selecting future teachers.
      387  227Scopus© Citations 1
  • Publication
    Influence of school leadership style on effective teaching and teacher-student interaction
    [Mokyklinės lyderystės stiliaus įtaka veiksmingam mokymuisi, mokytojų ir mokinių sąveikai]
    research article
    Xhomara, Nazmi
    Pedagogika, 2018, t.132, nr. 4, p. 42-62
    The purpose of the study is to investigate the influence of school leadership on effective teaching and teacher-student interaction. A quasi-experimental research design, and a structured questionnaire were used in the study. A random cluster sample of teachers from lower secondary education were taken. The study demonstrated that a positive correlation exists between school leadership styles and effective teaching as well as teacher-students interaction. It can be concluded that the school leadership style impacts effective teaching and teacher-student interaction. It is one of a very small number studies in school leadership to provide such results.
      336  486
  • Publication
    Lietuvos studentų emigracinės nuostatos: struktūra ir kaita 2003–2017 m.
    [Lithuanian students’ attitudes towards emigration: structure and shift during 2003–2017]
    research article
    Antinienė, Dalia
    Lekavičienė, Rosita
    Pedagogika, 2018, t.132, nr. 4, p. 63-80
    Negatyvių Lietuvos demografinių pokyčių kontekste įgijusio aukštąjį išsilavinimą jaunimo emigracija tampa ypač grėsmingu reiškiniu. Atliktas tyrimas atskleidžia studentų nuostatų dėl emigracijos struktūrą, pagrindines priežastis, verčiančias jaunimą išvykti, požiūrį į legalią ir nelegalią emigraciją ir emigracinių nuostatų pokyčius 2003, 2008 ir 2017 metais. Gauti rezultatai išryškina kai kurių socialinių-demografinių veiksnių svarbą emigracinių nuostatų raiškai.
      157  111
  • Publication
    Pedagogical methods promoting development of the multi-perspective attitude in early age children
    [Ikimokyklinio amžiaus vaikų įvairiapusio požiūrio plėtojimą skatinantys pedagoginiai būdai]
    research article ;
    Pedagogika : mokslo darbai = Pedagogy. Vilnius : Lietuvos edukologijos universitetas, 2018, T. 132, nr. 4, p. 81-98
    Children’s perspective-taking skills and multi-perspective attitudes comprise the basis for their social competence. From the educational point of view, it is particularly important to demonstrate the methods that promote children’s understanding of their own and others’ perspectives, since these enable them to develop a multi-perspective attitude. The article discusses perspective-taking skills (perceptive, cognitive, affective) and shows the stages of the development of perspective-taking skills in early childhood through discussion of research on social perspective-taking and visuospatial perspective-taking. The article also attempts to synthesise the conclusions of research with respect to the development of perspective-taking and the multi- perspective attitude. Qualitative research is presented through which the methods utilised by teachers to develop the perspective-taking capacities of groups of 5-6 year olds are demonstrated.
      202  208