Development of the profession and qualifications of adult educators in Lithuania in the context of reforms of adult education     

Genutė Gedvilienė  Vidmantas Tūtlys  Vilija Lukošūnienė  Vaiva Zuzevičiūtė 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(4):465-487

The Baltic countries regained their independence from the Soviet Union in the early 1990s and joined the European Union in 2004. This article seeks to explore institutional development and reforms of adult education and lifelong learning in Lithuania with respect to the processes, the actors and the context of socioeconomic change over the past 20 years. It also looks at the implications of these processes for the professionalisation of adult educators, referred to here as “adult learning teachers” (ALTs). The authors begin with an analysis of the historical-institutional and political-economical aspects of the development of adult education and lifelong learning by providing a retrospective of institutional change in Lithuania. They then move on to analyse the existing institutional and legal arrangements of adult education which shape and institutionalise the profession and qualifications of ALTs. Their empirical research reveals the opinions of Lithuanian ALTs on their current professional occupational profile and its future development.  相似文献   

Nordic-Baltic cooperation in the field of adult education 1991–2004     

Larissa Jõgi  Margarita Teresevičienė  Tatjana Koķe  Arne Carlsen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(4):415-419

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Effects of cooperative versus individualistic learning on cognitive, affective, metacognitive and social processes in students     

Cirila Peklaj  Blaž Vodopivec 《European Journal of Psychology of Education - EJPE》1999,14(3):359-373

The purpose of the study was to investigate the effects of individual versus cooperative learning on different components of students’ functioning. As a theoretical framework to analyse these processes we used CAMS model (Dansereau, 1986; O’Donnell & Dansereau, 1992), which includes four levels of students’ functioning: cognitive (C), affective (A), metacognitive (M) and social (S). 373 fifth grade students (170 in experimental group and 203 in control group) from nine different primary schools participated in the research. In the experimental group cooperative learning was introduced for one in four lessons in two subjects: mathematics and Slovene language. The control group received the traditional way of teaching. Statistical analysis showed strong positive effects of cooperative learning on achievement in both subjects. No other variable showed differential change.  相似文献   

Novice teachers in the Czech Republic and their drop-out intentions     

Světlana Hanušová  Michaela Píšová  Tomáš Kohoutek  Eva Minaříková  Stanislav Ježek  Tomáš Janík  Jan Mareš  Miroslav Janík 《European Journal of Education》2020,55(2):275-291

The current paper presents the results of the first research study of drop-out intentions of novice teachers in the Czech Republic. The study focuses on the reported satisfaction of novice teachers in primary and lower secondary schools with external factors that influence their socialisation and that can be seen as predictors of novice teachers' decision to stay in their current school. In the paper we present the results of quantitative research conducted in 2015–2017. Our main findings include the key significance of factors at the school level, especially the influence of school culture and climate, cooperation with colleagues and leadership. We conclude that in the Czech context teachers tend to stay in schools provided that they work in a well-functioning school, with cooperative colleagues and good head teachers.  相似文献   

The positive attitude approach for teaching in higher education: An untrodden path for policy and practice     

Ivana Miočić  Marija Brajdić Vuković  Jasminka Ledić 《European Journal of Education》2020,55(4):560-572

This article reports on a study in which a new conceptual framework for fostering a positive attitude towards teaching in higher education (PATTHE) was developed. The PATTHE framework builds on a holistic four-dimensional theoretical concept and is not limited by the specificity of teaching within a particular discipline or national higher education context. The four dimensions of PATTHE pertain to (a) emotional dimension, (b) professional development, (c) constructivist approaches to teaching, and (d) the teaching and research nexus; all of which are relevant for empowering quality teaching at personal, institutional and/or national higher education policy levels. The purpose of our study was to test and analyse this conceptual framework. Creative qualitative research methods were used including identification of keywords, evoking participant opinions through visual materials, reactions to vignettes, and by documenting discussions regarding the proposed PATTHE conceptual framework. A purposive and critically informed approach was used for the selection of twelve higher education experts as research participants. Responses from the selected education developers were collected through an online protocol system. Research results revealed that participant reflections on a positive attitude towards teaching showed a high level of agreement with the proposed conceptual framework; the proposed theoretical concept is thereby deemed well-constructed and acceptable with minimal extensions.  相似文献   

THE INTERNATIONALIZATION OF THE UNIVERSITY OF MARIBOR     

A. Križman  V. Marn‐Borec 《Higher Education in Europe》1991,16(2):89-93

Arguments that universities must be internationalized in order for them to perform their functions at the highest level of expertise are presented. The situation of the University of Maribor in Slovenia, a constituent republic of Yugoslavia, is described. The current participation of this university in international programmes being limited, suggestions are put forward as to how it might be increased, the programmes themselves being expanded and diversified. The top level university administrators should approach the processes of internationalization in a creative frame of mind.  相似文献   

Radiation processing in the former Yugoslavia, 1947–1966: From “big science” to nullity     

Dušan Ražem 《Minerva》1994,32(3):309-326

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Validity of E-Advice: The Evaluation of an Internet-Based System for Career Planning     

Branimir Šverko  Nataša Akik  Toni Babarović  Ana Bčina  Iva Šverko 《International Journal for Educational and Vocational Guidance》2002,2(3):193-215

The paper provides data on the evaluation of an Internet-based system for self-directed career planning that has been developed in Croatia. Rich in occupational information and career-management advice, this application also contains an interactive questionnaire tapping the client's personal skills and interests. Based on the client's answers, the computer proposes an e-advice– a limited set of occupations that match the users' individual characteristics. The evaluation utilized data gathered from a self-selected sample of users (N = 2,064) and two smaller student samples. Apart from the users' satisfaction, the analyses explored various aspects of e-advice validity: factor structure of users' self-assessments and expert occupational ratings, differences in e-advice given to different groups of users, congruence with the classifications based on Holland's Self-Directed Search, and congruence with the advice given by expert human counsellors. The analyses supported the validity of e-advice. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Does entrepreneurship education matter? Business students’ perspectives     

Egerová  Dana  Eger  Ludvík  Mičík  Michal 《Tertiary Education and Management》2017,23(4):319-333

The paper presents the findings of a mixed-methods study investigating the perceptions of business students in the Czech Republic towards entrepreneurship education, and examining the factors influencing their level of intention to be entrepreneurs. The results indicate that family background significantly influences the student’s entrepreneurial intention, and that participation in entrepreneurship-oriented courses positively influences the student’s level of self-efficacy. The study revealed further that business education had some effect on the student’s ability to gain the necessary knowledge for entrepreneurship. Another key finding was that entrepreneurship education specifically for business students has to equip students with entrepreneurial skills, attributes and behaviours. The results also suggest that entrepreneurship education is a contextually determined concept which requires modification of content and methods to meet the specific needs of particular target groups. The study has important implications for higher education institutions in terms of designing and managing effective entrepreneurship education.  相似文献   

Teacher perceptions of the goals of effective school reform and their own role in it   总被引：1，自引：1，他引：1  

Jana Kalin  Milena Valenčič Zuljan 《Educational studies》2007,33(2):163-175

The role of the teacher in the modern school system is increasingly important and complex. A teacher needs a high level of professional knowledge and autonomous decision‐making when faced with professional challenges. The curricular reform in Slovenia has encompassed several areas of teachers’ professional activities. This paper establishes that declarative goals by themselves are not enough for successful introduction of reform, as the achievement of reform goals in practice is highly dependent on teacher perceptions and how actively they are involved in all phases of the reform. The empirical study examined how teachers understand the main aim of the reform, and how they evaluate their own level of competence in areas which have gained in importance as a result of the reform. The study included 468 primary and grammar school teachers. The results show that teachers have a fairly narrow view of the goals of the reform. The categories stressing a more active and responsible role of the learner (in line with modern models of instruction and learner‐centred paradigms of curriculum development) did not rank highly. The study also points at areas where teachers need additional training. The importance of quality teacher education at pre‐service and in‐service levels is stressed as a pillar of effective school reform.  相似文献