Švietimas: politika, vadyba, kokybė /Education Policy, Management and Quality

98-105

Authors: Rita Makarskaitė-Petkevičienė

Students of the study programme of Primary Education experience what it means to be a teacher as early as first years of their studies. Their practical pedagogical studies (30 credits) consist of a 3-part teaching practice: Practice of Teacher Assistant; Teaching Practice under Supervision of Mentor and Independent Teaching Practice. The article discusses Teaching Practice under Supervision of Mentor-1, which was completed by the students in Semester 5. During their teaching practice the students observe lessons delivered by teachers and analyse them, teach lessons themselves, participate in activities of non-formal educational activities, familiarise with the school and its traditions, learn about support to school learners provided by the specialists working in the school and help school learners facing learning difficulties. The article presents the case of Vilnius Pranas Mašiotas Primary School, where 5 third year students of the study programme of Primary Education had their teaching practice. The analysis of practice diaries allows to reveal how teachers to be evaluate an educational institution and people working there, what they think about their own competency, personal development, how they obtain practical experience and what challenges they face during their teaching practice.

117-128

Authors: Inesa Vietienė, Daiva Malinauskienė

As the contemporary university, which is the centre of science, technology and innovation, generates new scientific knowledge and maintains close relationships with the society, it provides favourable conditions for the generation and development of the learning organization the success of which is determined by learning in partnership, generation of collective knowledge and sharing it by maintaining and constantly developing the culture of dialogue in the university space. Considering the above, the culture of dialogue in the contemporary university which both unites and enables the university communities to collaborate naturally towards the common goal was selected as the object of the study. The culture of dialogue in the contemporary university is created and developed by employing the processes of communication and collaboration. It is also developed through the relationships with the society and with other universities as well as among the members of the academic community: lecturers and administration, among lecturers themselves as well as between lecturers and students. The dialogue in the university space results in not only its evolution but also cultural, social and economic development of the country. The culture of dialogue in the contemporary university has multidimensional characteristics. The problems are determined by a variety of negative aspects, i.e. insufficient attraction of external investments while improving the university image and poor significance of scientific knowledge generated by contemporary universities in the eyes of the society, competitive relationships of the contemporary university with other higher education institutions, inefficient dialogue between members of the academic community, insufficient development of equal relationships between lecturers and students, pure lecturers’ satisfaction with their job and pure applicability of the contents of study programs in professional activities. The contemporary university shall be open, receptive of innovations, constantly altering, improving the contents of its activities, taking into account the needs of students and lecturers as well as the challenges raised by the society and the global world as well as developing the culture of dialogue in both its own space and the environment that generates the higher education.

50-54

Authors: Rita Makarskaitė – Petkevičienė

The article presents experiences from the visit to a French primary school (L'école élémentaire). Education of six-year old children is discussed as well as their life at school. It is also considered why the Lithuanian “Good School Conception” functions perfectly in that country, while in Lithuania this does not happen always. The goals of French primary school are to develop learner independence and responsibility; to develop their observation, curiosity, creativity; to develop communication skills; to help a child to develop physically. The core of the primary school curriculum includes civic education and lessons of “discoveries“. The author of the article discusses the variety of learners’ activities in the classroom, the teacher’s work and issues of work organisation, learning environment. It should be emphasised that primary learners discover the scientific truths through experimenting, development of motor skills and creative imagination as well as reflections. The teacher’s activity is directed towards development of the learner’s personal ability to reason, evoking of the learner’s interest in science, learning of living environment as well as perception of space and time.

66-75

Authors: Alla Yaroshenko, Marta Konovalova

Nowadays the modernization transformations of social services for the public sphere highlight the need of service management. The basic principles of innovation management and innovation culture are determined as a factors of social efficiency of service management. The development of private organizations that specialize in providing analog service to the public requires the state to operate on competitive basis. Therefore, to better address issues such as the provision of quality public social services and competitive functioning of the social care system is an important to develop service management. It is extremely difficult to shift to service management in public organizations. Therefore, it is obvious that the introduction of administrative innovations and innovation culture in public social service will stimulate the development and efficiency of service management in the social sphere.

4-7

Authors: Vincentas Lamanauskas

Future teacher preparation remains a meaningful field of every country and Lithuania as well. Pedagogical internship, undoubtedly, remains a very significant element of pedagogical study structure and process. Competence, practical experience acquisition, personal improvement and all-round knowledge of educational institution are considered the most important advantages of the internship. This is not only a certain future teacher’s self-examination in a real educational environment, but also a proper way to improve. On the other hand, internship organisation is not appropriate enough. A few very important things are obvious: a short pedagogical internship time, coherence with the studies at university, and not sufficiently purposefully defined internship activities (content aspect). Mentors’ work should be improved; however, this is not treated as a very important drawback. Also, two improvement spheres have been exposed: internship content/programme improvement (to concretise, optimise, and more clearly regulate the activities) and strengthening interaction effectiveness between university and basic internship schools. Pedagogical internship effectiveness (from the point of view of pedagogical ability consolidation, improvement) remains undoubted. On the other hand, certain requirements should be raised for the institution, in which students would like and could perform pedagogical internship. Educational institution’s democracy and openness, technological supply, ecological friendliness/suitability are considered the most essential requirements. The existing pedagogical internship model in Lithuania has to be improved in two main directions – process (internship length increasing, guaranteeing the acquaintance with the variety of pedagogical institutions, interaction with the internship leaders and mentors improvement) and content (activity optimisation, innovativeness, variety increase) improvement.

19-28

Authors: Piotr Poita, Uladzimir Navaseltsau, Vitali Khaletski

The main trends of the admission campaign in engineering higher education institutions of the Republic of Belarus were analyzed in the article. The proportion of applicants admitted to the Belarusian technical universities to engineering programs is consistently high and it reaches 30% in recent years. It is shown that in planning of admission campaign the demographic situation should take into account. This is because the majority of applicants for the daily full-time education in Belarus go to universities in the year of graduation of secondary educational institutions. The high competition in the market of educational services from foreign universities, especially from the Republic of Poland and the Russian Federation was noted by the authors. The minimum value of the points of centralized testing in Belarusian or Russian language, Mathematics and Physics is also able to significantly affect the number of applicants.

39-43

Authors: Vincentas Lamanauskas

2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017) „SCIENCE AND TECHNOLOGY EDUCATION: ENGAGING THE NEW GENERATION“ 12-15 June 2017, Siauliai, Lithuania