Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/98099
Type of publication: research article
Type of publication (PDB): Straipsnis mokslo, meno, kultūros, profesiniuose leidiniuose / Article in science, art, culture, professional publications (S7)
Field of Science: Edukologija / Education (S007)
Author(s): Polučanskienė, Teresė;Galkienė, Alvyra
Title: Mokytojo padėjėjo vaidmenys bendrojo lavinimo mokykloje
Other Title: Assistant teacher roles in comprehensive schools
Is part of: Edukacinės studijos : jaunųjų mokslininkų darbai / Lietuvos edukologijos universitetas. , 2012, [T.] 8
Extent: p. 264-276
Date: 2012
Keywords: Mokytojo padėjėjas;Mokinys, turintis specialiųjų poreikių;Atliekami vaidmenys;Assistant teacher;Pupil with special needs;Roles
Abstract: Mokytojo padėjėjo pagalba bendrojo lavinimo mokykloje – dar pakankamai neįprastas ir menkai tyrinėtas reiškinys. Straipsnyje nagrinėjami šio pagalbos specialisto vaidmenys, jo veiklos pobūdis, mokytojų lūkesčiai mokytojo padėjėjų atžvilgiu
As the disabled children have been integrated in comprehensive schools their teachers encounter many problems. Therefore, analysis of assistant teacher func- tions and description of his / her roles in a comprehensive school has become rel- evant. To resolve the issue the following aim of the research was put: to reveal basic roles of assistant teacher in creating favourable learning environment for children with specific education needs in comprehensive schools. To achieve the said aim Severai tasks have been formulated: to analyze theoretical bases of specific assistance; to reveal expectations of comprehensive school teachers and schoolchildren parents in regard of assistant teacher functions; to evaluate functional singleness of roles of assistant teachers vvorking in comprehensive schools; to ascertain relations of assistant teacher activity with activities of other participants of educational process and to give suggestions on training assistant teachers. The empirical study carried out has disclosed sočiai expectations: an assistant teacher should be in each and every class, he / she must have specific pedagogical and psychoiogical education, help children with specific needs to cooperate with teachers, help teachers and children do their tasks, move across a school and orient in the environment. Results of the study show an assistant teacher has the following roles: he/she is an assistant to a teacher, an assistant to a child, an intermediate between a child and a teacher, a supervisor and a friend. To evaluate singleness of the roles nature and intensity of assistance to teachers has been explored to identify assistant teacher has the following functions as a specialist: enabling, educating-enlightening, correcting, evaluating, consulting, coordinating and social educating. All the said functions are really important, closely interrelated and intertwined, while non-qualitative
Internet: https://hdl.handle.net/20.500.12259/98099
Affiliation(s): Vytauto Didžiojo universitetas
Švietimo akademija
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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