Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/92934
Type of publication: Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Edukologija / Education (S007)
Author(s): Galkienė, Alvyra
Title: Įgalinančio ugdymo raiškos edukacinės įtraukties sąlygomis analizė
Other Title: Analysis of the expression of empowering education under conditions of educational inclusion
Is part of: Pedagogika : mokslo darbai = Pedagogy. Vilnius : Lietuvos edukologijos universitetas, 2018, T. 129, nr. 1
Extent: p. 77-93
Date: 2018
Keywords: Mokinių ugdymas;Įgalinantis ugdymas;Įtraukusis ugdymas;Savivaldus mokymasis;Empowerment;Inclusive education;Autonomous learning
Abstract: Straipsnyje analizuojama mokinius įgalinančio ugdymo raiška įtraukiojo ugdymo sistemoje. Atlikta mokytojo, ugdančio heterogenišką klasę ir taikančio mokinius įgalinančio ugdymo strategijas, dienoraščio diskurso analizė. Tyrimo rezultatai rodo, kad mokiniams patikėta sprendimų priėmimo, planavimo, ugdymo rezultatų vertinimo galimybė skatina mokinių tarpasmeninės interakcijos plėtrą, mokymosi motyvaciją, aukštesnių rezultatų siekį
In the research, the empowerment strategy application efficiency is analysed in the context of the construct of inclusive education, taking into account that the application of an empowerment strategy in the education process often determines the nature of interpersonal interaction as well. The research question raised: in what manner does the application of empowerment strategy encourage inclusive education processes? The research was carried out by means of qualitative case study strategy. The object of analysis is the socio-educational experience of one class teacher. The data was collected via diary method. In her diary, the teacher reflects on her experiences in the following fields: education design, co-operation experiences, response to pupils’ needs, education process and environment, and curriculum. It was revealed that various activities of pupil empowerment in the education process (setting rules, autonomous formulation of goals, progressive problem solving, information sharing) serve as a basis for the realization of inclusive education and are directly linked to various dimensions of the construct of the given education system. The activation process of inclusive education values benefits from clearly defining the limits to interpersonal actions through systematic reflection on community situations, discussion on pupils’ creative activities, and involving pupils in solving problematic organizational issues within the community. Enabling pupils to continuously participate in solving matters of the learning community allows to avoid the indoctrination of values and creates conditions to internalize the values of community spirit and respect through the recognition of differences between community members as a natural phenomenon. [...]
Internet: http://dx.doi.org/10.15823/p.2018.06
http://www.pedagogika.leu.lt/index.php/Pedagogika/article/view/827/369
Affiliation(s): Vytauto Didžiojo universitetas
Švietimo akademija
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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