Do we need Positive Psychology in Croatian kindergartens? The implementation possibilities evaluated by preschool teachers     

Sanja Tatalović Vorkapić  Lidija Vujičić 《Early Years: An International Journal of Research and Development》2013,33(1):33-44

Constant changes in a modern world and scientific knowledge from the growing field of Positive Psychology appear to make a previously unheeded contribution to preschool teacher competences. The aim of this study was to explore preschool teachers' opinions concerning the need for positive psychology knowledge and its implementation. A nine-item pool was used on a sample of 49 preschool teachers (mean age 33) enrolled in a graduate programme of early and preschool care and education in Rijeka. Overall, preschool teachers liked this subject very much and thought it was needed very much for their profession at all work levels. Also, they viewed the positive psychology findings as very useful and applicable in their work, and especially in their work with children. Finally, they saw lots of implementation possibilities in Croatian kindergartens.  相似文献   

Rational Efficiency and Human Sensibility in Educational Reform: A Swedish Case Study in an Australian Framework 1     

Inga Elgqvist‐Saltzman 《Scandinavian Journal of Educational Research》2013,57(3):123-140

Elgqvist‐Saltzman, I. 1985. Rational Efficiency and Human Sensibility in Educational Reform: A Swedish Case Study in an Australian Framework. Scandinavian Journal of Educational Research 29, 123‐140. Swedish reform in higher education during 1950‐1980 is presented in a time‐line perspective. Different stages are discussed in relation to a technical, bureaucratic and social model of educational planning, using the Australian sociologist M. Pusey's conceptual framework. An evaluation approach with a life‐line methodology is presented as well as some results. From a woman's point of view, it seems that reforms have not been able to match rational efficiency with human sensibility in the way predicted by the Australian historian W.F. Conell in his review of the period of educational reconstruction and expansion.

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Autonomy Support and its Links to Physical Activity and Competitive Performance: Mediations Through Motivation,Competence, Action Orientation and Harmonious Passion,and the Moderator Role of Autonomy Support by Perceived Competence   总被引：1，自引：1，他引：0  

Hallgeir Halvari  Svein Olav Ulstad  Tor Egil Bagøien  Knut Skjesol 《Scandinavian Journal of Educational Research》2013,57(6):533-555

The purpose of the present study was to test a Self‐Determination Theory (SDT) process model in relation to involvement in physical activity and competitive performance among students (N = 190). In this model, perceived autonomy support from teachers and coaches was expected to be positively related to autonomous motivation, perceived competence, harmonious passion and action orientation, and that they would be positively related to involvement in physical activity and competitive performance. In using LISREL to test the model, autonomy support was positively linked with perceived competence, autonomous motivation, and action orientation. In turn, perceived competence (through harmonious passion), autonomous motivation, and action orientation were all positively associated with involvement in physical activity, whereas perceived competence and autonomous motivation were positively correlated with competitive performance.  相似文献   

Assessment and recognition of non-formal and informal learning: a Lithuanian case of novice consultants’ experience     

Nijolė Burkšaitienė 《International Journal of Lifelong Education》2013,32(6):643-662

This article reports the results of the investigation into institutional support provided to adults by 12 novice consultants on assessment and recognition of their non-formal and informal learning in four institutions of higher education (HEIs) in Lithuania. Using the general systems perspective and perception theory, novice consultants’ perceptions of their experience of guiding and supporting adults was examined with the main aim to provide a better understanding of the challenges that they encountered and the benefits they gained so that to enhance the process. The method of content analysis was employed to investigate novice consultants’ perceptions. The results of their feedback responses revealed four major challenges, including the novelty of the procedure, complexity of the process of portfolio development, difficulty to raise adults’ awareness of the value of the procedure and difficulty to provide moral support to adults, which caused gaps in consultants’ performance. The established benefits included a better understanding of the process, benefits for their professional activity and personal development, improved competence to consult and an impact on the attitude towards others and self. The implications of the findings for fostering consultants’ training to enhance the process of institutional support provided to adults are discussed.  相似文献   

The role of artistic experiences in the comprehensive inductive educational approach     

Robi Kroflič 《Pastoral Care in Education》2013,31(3):263-280

Postmodern pedagogy is constantly confronted with Lyotard’s condemnation of grand narratives found in the philosophy of modernity, on the basis of which basic patterns of moral education were developed. In searching for new answers to the question of how education can prepare individuals for life in an age of late modernity, this paper presents the idea of approaching identity and moral development through the inductive educational approach and highlights the importance of education through the arts in the latter, especially in view of the theoretical notion of aesthetics as ethics of postmodernity. In an age in which artistic creativity is deemed less important than acquiring competences aimed at technological development, it is crucial to provide a clear answer as to why and how different art practices may exert an influence on the full development of a child’s personality. In order to demonstrate the meaning of artistic experience in general education, one must seek arguments supporting the intrinsic value of the artistic experience. This paper stresses the meaning of artistic experience as a means of communication providing both the artist and the art recipient with the opportunity for personal fulfilment. In this context, Aristotle’s concept of mimesis and its role in education through the arts is emphasised as part of the comprehensive inductive educational approach. The argument is illustrated with some qualitative data from the implementation of a project in Kindergarten Vodmat, Ljubljana, Slovenia, using the inductive educational approach and art as a tool for cultural enrichment of pre-school children.  相似文献   

III: Torn between Action and Reflection: some dilemmas of ‘pedagogical support persons’ in the Environment and School Initiatives Project     

Barica Marentič Požarnik  Majda Skerbinek  Slava Murko  Justina Mlinar 《Educational Action Research》2013,21(3):469-486

ABSTRACT

In 1990, a group of Slovenian researchers and teachers from eight elementary schools joined the international project Environment and School Initiatives, co‐ordinated by OECD/CERI. This paper presents some dilemmas and insights resulting from the co‐operation of ‘pedagogical support persons’ with teachers during the project, using the action research paradigm which presupposes a partnership relation and mutual learning of all involved. The paper has two parts. The first part deals with the rationale of educational support and with some dilemmas encountered, such as: What is action in action research on environmental education? How to help teachers develop initiative and self‐confidence in doing action research? (avoiding the trap of giving recipes, but also another trap of giving “freedom” where teachers needed genuine help and direct feed‐back on what they were doing). The second part is a case study of one of the Slovenian projects, illustrating the problematic nature of the relationship between action and reflection, between making others understand the underlying complexity of environmental problems and developing one's own deep understanding. The process of maturing and developing genuine communication is illustrated by quotations and interpretations from the perspective of all “three circles’: the pupil's, the teacher's and the support person's. to condemn, but not so easy to understand. I may illustrate this from my experience, but first I shall proceed with my interview.  相似文献   

Educational action research to initiate discourse on inclusion in an e-learning environment in teacher education     

Inga Gedžūne  Ginta Gedžūne 《Educational Action Research》2013,21(1):72-89

This paper reports on a fragment from an educational action research in a teacher education setting, ascertaining the possibilities of using the online environment of google.doc for initiating pre-service teachers’ discourse about the nature of inclusive relationships between individuals and the environment, and the ways of their enhancement. The method of discourse analysis applied to the generated data demonstrates contradictory evidence as regards the effectiveness of the chosen medium for discourse in terms of the participants’ involvement. However, content analysis of the generated discourse yields a system of 15 approaches that pre-service teachers use for communicating about the nature of and prerequisites for inclusive relationships as well as for contemplating the role of education in enhancing them. We suggest that teacher educators can apply these approaches as a framework for exploring the frames of reference that future teachers use in making sense of the phenomenon of inclusion. The identified approaches can help to identify the paths to be pursued to develop these frames, on the grounds of an assumption that a balance can be found between the cognitive, affective, experiential and action orientations.  相似文献   

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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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