Acta Paedagogica Vilnensia
ISSN / EISSN : 13925016 / 13925016
Current Publisher: Vilnius University Press (10.15388)
Total articles ≅ 427
Latest articles in this journal
Acta Paedagogica Vilnensia, Volume 43, pp 25-36; doi:10.15388/actpaed.43.2
Locations and spaces possess socio-cultural connotations, which is why they play a significant role in the processes of experiencing and cultural (self-)identification. That is because in the conditions specific for them and in relation to the symbolic attributes, an individual conceptualizes their own rationality, and on its basis their interpretative perspective, thanks to which, through participation in meaningful locations, they (self-)identify culturally. Roots, connection, and identification within a meaningful location constitute, therefore, significant creators of individual identification and the creation of a community. The meaningful location, in the above context, is the Vilnius region, identified by its inhabitants – young Poles – as a meaningful location: a little homeland. Taking into account its specific attributes, one might consider the faces of the Vilnius region: the physical, the mental, and the interactive-communicative ones. There are cultural differences in each of them, which assign the location a certain multicultural and intercultural specificity. As a result, the participation of young Poles in the location results in a multidimensional experiencing (cognitive, emotional, and action-related) of affirmative character, decisive in the formation of their cultural (self-)identification. On the basis of conducted empirical research, three fundamental scopes of the (self-)identification can be defined: the national, the socio-cultural, and the intercultural ones. Young Poles have a significant potential in the area of the formation of a multi-range and multidimensional identity of a borderland, as well as the construction of a community at the point of contact of cultures, citizenships, and multiculturality perceived as a factor in the development of the culture of peace. All of these factors constitute an important reference for education.
Acta Paedagogica Vilnensia, Volume 43, pp 10-24; doi:10.15388/actpaed.43.1
The unique cultural space of each country is comprised of the cultural diversity of its regions with the cultural heritage hidden in the outskirts and border areas of the country. The regional traditions make up an important source of value and knowledge for ensuring cultural sustainability. In teacher education this problem can be treated either in a transmissive or transformative way. It can be seen as performing particular rituals and respecting norms, or cultural values that are personally experienced and highly evaluated, as one’s internally motivated involvement in exploration, cultivation, cooperation and creativity in own community without losing the national and global context.The aim of the study is to investigate the tendencies in teacher education for promoting primary school students’ regional cultural understanding in teaching practice.To pursue the set aim, the concept of regional cultural understanding (RCU) was analysed, the ways of introducing regional cultural understanding in teacher education curriculum including the factors facilitating or hindering the development of regional cultural understanding in teacher education were identified.The comparative case analysis of good practice examples in three countries was carried out to show regularities, differences and similarities of possible pedagogical approaches.Methods: content analysis of educational documents and semi-structured interviews with teacher educators.Sample: teacher education institutions in three countries: Latvia, Lithuania and Norway.Results: structured suggestions for content of the studies and pedagogical approaches for development of preservice teachers’ readiness to realize regional cultural understanding in their teaching practice.
Acta Paedagogica Vilnensia, Volume 43, pp 128-140; doi:10.15388/actpaed.43.9
This article analyzes Dietrich von Hildebrand’s criticism of amoral sex education, which he regards as misleading and anti-educational in many crucial respects. Its content is misleading, because it separates human sexuality from its inherent connection with married love and thereby fails to do justice to the personal and intimate nature of sexuality. Its reductive and neutralizing approach not only fails to develop young people’s capacity for the transcendence implicit in moral agency, it also fails to provide the preconditions for the development of their autheantic subjectivity. Instead of fostering objectivity, critical thinking and autonomy, amoral sex education promotes a normatively closed educational environment that fails to unfold young people’s potential for value-response and to contribute to the fulfilling of their human potential in general.
Acta Paedagogica Vilnensia, Volume 43, pp 141-155; doi:10.15388/actpaed.43.10
Career counsellors working at schools are expected to promote students’ social, emotional, academic, and career development (Lindwall & Coleman, 2008). Despite the importance of career counselling at school (Anctil, Smith, Schenck, & Dahir, 2012; Osborn & Baggerly, 2004), school counsellors face barriers to implementing career counselling, including limited time because of competing demands, negative perceptions about career counselling from parents, teachers, and administration, and low school counsellor self-efficacy (Sanders, Welfare, & Culver, 2017). Considering the importance of career counselling and challenging working conditions, studies usually focus on individual antecedents of effective career counselling (Sawyer et al., 2013). Existing research reveals that self-efficacious consultants provide higher-quality career consulting services to various groups of employees (Bodenhorn & Skaggs, 2005; Larson & Daniels, 1998), are more satisfied with their job and experience less stress (Lent & Hackett, 1987). According to Larson and Daniels (1998), self-efficacy is the essential factor of successful career counselling. However, existing studies do not disclose the mechanism of why career consultants with higher self-efficacy perform consulting activities better. Therefore, this study is aimed to analyse the role of self-efficacy in the relationship between job resources (opportunity to develop and feedback), satisfaction with career counselling and goal attainment among career counsellors working at schools. The study was part of the project “Strategies to Utilise and Cultivate Positive Characteristics & Employability Skills in Schools” (SUCCESS, 2017-12-LT01-KA201-035247). In total, 246 school career counsellors from Lithuania, Italy, Ireland, and Greece were surveyed online. Most of the participants (88.6 percent) were female, and their age varied between 25 and 60 years. In all countries, the professional experience of career counselling varied between 1 and more than 10 years.The results of the study revealed the importance of self-efficacy for satisfaction with career counselling and goal attainment. Self-efficacy moderated the relationship between the opportunity for development and feedback and satisfaction with career counselling, i. e. the opportunity for development and feedback and satisfaction predicted satisfaction with career counselling only when self-efficacy was high. Furthermore, the opportunity for development and feedback were indirectly related to goal attainment through satisfaction with career counselling only when self-efficacy was high. In other words, job resources are more important and better used by those career counsellors who rely on their abilities, can remain calm when facing difficulties in their job and find solutions when confronted with a problem. The limitations of the study together with practical implications are discussed.
Acta Paedagogica Vilnensia, Volume 43, pp 71-84; doi:10.15388/actpaed.43.5
Our contribution investigates the question of how it is possible to apply multimodal methods of education in teaching ethics with fiction films. From a more sceptical viewpoint, one could argue that this is not possible for several reasons. The article suggests some arguments for the justification of positive answer, describes the resent researches of the problem and presents some results of multimodal teaching experiment of teaching ethics with fiction films. The theoretical basis for these approaches are the pragmatic pedagogy of William James and John Dewey, and close to them – the model of teaching with films developed by William B. Russell, also the Deleuzian theory of cinema.
Acta Paedagogica Vilnensia, Volume 43, pp 37-56; doi:10.15388/actpaed.43.3
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 gymnasiums. 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. At a conceptual level, this study presents evidence for preparing teachers to work in the conditions of striving towards inclusive education.
Acta Paedagogica Vilnensia, Volume 43, pp 57-70; doi:10.15388/actpaed.43.4
The Munich Dynamic Ability-Achievement Model during the school period emphasizes the increasing impact of the school environment on the transformation of the ability (potential) of exceptional achievement, making it an integral part of the development of giftedness. However, the literature indicates that the identification and education of gifted children in Lithuania and abroad is often left to the personal discretion and initiative of teachers, parents or gifted students. In general education schools, gaps in teachers’ theoretical and practical training in gifted children education, as well as abilities to determine their academic and emotional needs, can be identified. Gifted are often seen as “awkward” students, and during adolescence they are faced with the need to choose between mimicking “normal teenage life” and being a “geek”. Gifted teens girls additionally feel pressured to conform to the “normal image of a girl” rather than displaying exceptional abilities and vigorously competing for achievement as “normal for the male image”. Teachers often think that boys can accomplish more than girls, so they need more reinforcement and encouragement. These factors pose a greater risk for gifted adolescent girls to be unrecognized, not properly promoted, and have not realized giftedness.A qualitative research strategy was used to reveal the authentic learning experience of gifted girls (teens) in general education schools. Six gifted girls from 13 years 10 months to 14 years 7 months, from three Vilnius schools, participated in the survey. The learning experience of gifted girls was revealed by three themes. They have shown that teachers’ attitudes that all students have equal learning needs, their obligation to help low achievers, and disbelief that gifted students need special education assistance had made gifted girls bored and waste time in the classroom. It was also revealed that the most commonly used methods of teacher training reflect a passive form of teaching that does not facilitate the process of acquiring knowledge. Finally, teacher indifference, high expectations, comparing students to gifted girls cause uncomfortable feelings, while teacher rigidity and insensitivity provoke conflict situations and reduce learning motivation. All of this, combined with inconsistent behaviour by applying different norms for themselves and students, widens the gap between “good” and “bad” students.
Acta Paedagogica Vilnensia, Volume 43, pp 100-118; doi:10.15388/actpaed.43.7
The inconsistency of defining STEM (Science, Technology, Engineering, and Math) education is being addressed in this article. Seeing STEM education as having implications ranging from migration to workforce policies, it is vital to clarify its (inter)disciplinary structure and curriculum orientation. Using a literature review and analysis of documents, STEM education is being tracked from a post-sputnik era to more recent informal and private endeavors, revealing a multiplication of the STEM acronym and the diversification of its curriculum orientation. The findings confirm that there is no consensus on the exact scientific fields assigned to STEM, and the list of disciplines involved ranges from broad (including Social sciences, Humanities or Arts) to narrow (dominated by Natural and Formal sciences). The article implies that historical context and reforms in natural science education partly explain this inconsistency, as the subjects and their interdisciplinary relations are closely linked to overall curriculum orientation, which could be seen as cyclical in nature, swinging from child centered to labor market or subject centered curriculum, inviting to discuss modern science education not as singular STEM, but as plural STEMs viable to multiple pedagogical approaches, integration patterns and aims.
Acta Paedagogica Vilnensia, Volume 43, pp 156-171; doi:10.15388/actpaed.43.11
Movement is crucial at a pre-school age: it enables a child to gain experience, develop normally, grow up healthy, shape their own movement and health habits that in most cases continue throughout their lives. In recent years the tendencies of deterioration in health in pre-school children have been observed, and they are associated with insufficient physical activity (hereinafter PA). The synergy between an educational environment of a pre-school educational institution and PA of children sets up conditions for a co-effect of both factors on a child’s personality, maturity and health which is greater and more prominent than the effect of these factors acting separately. The aim of the research is to highlight aspects of the synergy between a dynamic educational environment of a pre-school educational institution and the PA of children and to disclose the main features of the dynamic educational environment. The article based on the analysis of scientific literature and documents defines the concept of a dynamic educational environment, which is treated as a space where synergistic interaction between architectural and educational dimensions promotes the activities of children and their PA enhancing the health of children and having a consistent effect on a personal maturity. The architectural dimension consists of the following elements: the function and the concept of an object (interior, exterior, landscape), architectural artistic–material expression, planned and spatial solutions, visual and functional relations, contextuality, construction solutions, etc. The educational dimension consists of the following elements: the objective of education, its content, educational methods, forms, means, relationship between a teacher and a learner, psychological atmosphere, etc. The educational process can be easily constructed in a dynamic educational environment to achieve the integrity of activities in different areas of educational achievements: protection and enhancement of health, social, cognitive, communication, artistic, etc.The analysis of examples of foreign architecture of pre-school institutions and scientific insights highlighted the features of a dynamic education environment: specific to a child’s age, flexible, dynamic, open, mobile and functional, sustainable and material, containing obstacles and secure, cosy and playful. The architectural concept and its elements of a dynamic educational environment should promote the natural movement of children even when no educational PA means are applied.
Acta Paedagogica Vilnensia, Volume 43, pp 19-127; doi:10.15388/actpaed.43.8
The Good School concept was approved back in 2015, yet its implementation is rather problematic. It is not easy to tell exactly why that is the case, but some insights could be found by systematically observing the concept’s manner of proceeding (Lat. modus procedendi) and manner of living (Lat. modus vivendi). The insight method is a new and risky chance to take a look at the implementation of the Good School concept. Moreover, it is also an undoubtedly theoretically and practically significant opportunity for insight into the implementation of the theoretical model, which opens new opportunities for improvements related to said model’s realisation.The analysis of the implementation of the Good School concept within the context of the levels of educational reality has shown that the documents being passed at the societal level of this reality are getting mired at the systemic level, because the documents being prepared by the Ministry of Education, Science and Sport and its subordinate institutions lack harmony with the space of content of the Good School concept.A rift between modus procedendi and modus vivendi manifests – the manner of living cannot form due to the conceptual chaos within the documentation. This is also affected by the particular understanding employed by some people acting within the education system when it comes to Good School and learning outcomes. Thus, discussions are needed to address the understanding of the Good School concept.By analysing the implementation of the Good School concept within the context of the levels of educational reality and from the perspective of modus procedendi and modus vivendi, it can be concluded that:• from a legal standpoint, the modus operandi is purposeful at the societal level of the educational reality, and a significant rift is being observed at the systemic level, because the projects and legally significant documents being prepared by the Ministry of Education Science and Sport and its subordinate institutions often are dissonant with the Good School Concept. This, invariably, has an impact not only on the preparation of the documents, but also the monitoring of the implementation of the Good School concept. Thus, people working within the education system have to not only comprehend the Good School concept, but also be able to follow it while preparing any documentation;• the Good School concept is known at the institutional, interpersonal, and intrapersonal levels of educational reality, aspects of it being in action are being noted, as demonstrated by responses from students, teachers, parents, and school leaders. However, this has essentially no connection to the school’s community – modus vivendi has not yet become a part of ‘self’ for the school or the people that operate within it. Thus, purposeful action is needed in the direction of the implementation of the Good School concept, particularly, emphasizing key aspects of the Good School mission: basing school activity on humanistic values, the significance of successful learning by the pupil, the aspects of their improvement and discoveries, and the significance of community agreements with regards to the school’s activities.