Since 2014
Manifestation of Social Pedagogue Competencies at School
Social Work
View Archive Info| Field | Value | |
| Title |
Manifestation of Social Pedagogue Competencies at School
Kritinio mąstymo ugdymo galimybės teisinio ugdymo pamokose |
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| Creator |
Prakapas, Romas
Čepaitė, Vitalija |
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| Subject |
legal education; secondary school; lesson; critical thinking
teisinis ugdymas; bendrojo lavinimo mokykla; pamoka; kritinis mąstymas |
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| Description |
The function of social pedagogues at schools involves assessment and problem solution related to the different difficulties faced by schoolchildren, and accomplishment of preventive programmes targeted at solution of different issues (Job Description of Social Pedagogue approved by the Ministry of Education and Science of the Republic of Lithuania, 2001). With reference to the above-mentioned official job description (2001) and according to Kvieskienė (2003), a social pedagogue seeks to overcome problems and issues faced by schoolchildren, working in a close collaboration with school administration personnel, other pedagogues and educators, psychologists, speech therapists, parents or legal representatives of schoolchildren, local community and community of the school. The specific nature and versatility of this activity requires the specialist to have many different competences enabling him/her to render high-quality services in a highly qualified manner. However, a continually changing risk level of the problematic situations faced by schoolchildren in their lives makes the social pedagogue alter his/her work techniques and methods accordingly, which in turn requires acquisition of new competences and development of existing ones. Consequently, the role of the social pedagogue is highly important when dealing with issues and conflicts faced by both schoolchildren as well as other members of the school community. It is therefore worth describing the competences of the social pedagogue.
Straipsnyje apžvelgiant ugdymo paradigmų kaitą bei esamą teisinio ugdymo bendrojo lavinimo mokyklose patirtį Lietuvoje, atskleidžiamos kritinio mąstymo ugdymo galimybės teisinio ugdymo pamokose. Pristatomi empirinio kokybinio pobūdžio tyrimo, atlikto keturiose ugdymo institucijose, duomenys. Straipsnyje pristatoma, kad Lietuvoje teisinį ugdymą reglamentuojantys švietimo dokumentai pabrėžia teisinio ugdymo svarbą šiandieniniame ugdymo kaitos procese ir numato bei įpareigoja kurti tokią ugdymo aplinką, kurioje moksleiviai rengiami gyvenimui demokratinėje visuomenėje, skatinamas jaunimo politinis aktyvumas, į ugdytinį žvelgiama kaip į sąmoningą ir aktyvų tautos bei pilietinės visuomenės narį, turintį esmines, praktiniam gyvenimui būtinas žinias. Nurodoma, kad teisinio ugdymo pamokos besimokantiesiems yra palanki niša, suteikianti galimybę diskutuoti, klausti, abejoti, kritiškai vertinti problemas, įsitraukiant į mokymo(si) procesą saugioje ir jaukioje darbo aplinkoje, skatinant mokymosi prasmės paieškas ir mokinio iniciatyvas. Straipsnyje pateikiami tyrimo duomenimis grįsti siūlymai atlikti naujus tyrimus bei išnaudoti minėtas kritinio mąstymo galimybes. |
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| Publisher |
Mykolo Romerio Universitetas
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| Contributor |
—
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| Date |
2013-09-06
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| Type |
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion — — |
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| Format |
application/pdf
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| Identifier |
https://www3.mruni.eu/ojs/social-work/article/view/670
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| Source |
Social Work; Vol 10, No 2 (2011): Social work; 181–192
Socialinis darbas; Vol 10, No 2 (2011): Social work; 181–192 2029-2775 1648-4789 |
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| Language |
ltu
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| Relation |
https://www3.mruni.eu/ojs/social-work/article/view/670/628
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| Rights |
Copyright (c) 2014 Social Work
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