MAPPING THE CONCEPT OF A GOOD SCHOOL WITH TEACHERS’ CHARACTERISTICS IN THE CONTEXT OF A GOOD SCHOOL CONCEPT

  • Roma KRIAUČIŪNIENĖ Faculty of Philology, Institute of Foreign Languages, Vilnius University Universiteto str. 5, LT-01513 Vilnius, Lithuania https://orcid.org/0000-0002-9356-1098
  • VILIJA TARGAMADZĖ Faculty of Philosophy, Institute of Educational Sciences, Vilnius University Universiteto str. 3, LT-01513 Vilnius, Lithuania https://orcid.org/0000-0001-5454-8168

Abstract

Aim. The concept of Good School was formed in 2015, however, the implementation of it has been rather slow. Therefore, the research aim of this article is to identify the educational experts’ viewpoints on the concept. The following questions have been raised to specify the aim: if the concept of the school of general education, presented as Good School, is adequately understood, what features should a teacher have in order to implement the concept of Good School?

Methods. To answer the research questions a qualitative research by using structured interviews was carried out, i.e. experts’ written surveys were analyzed. The study revealed three positions that are discussed in this article: the concept of Good School, the mission and teachers’ features, which are interpreted in the context of the concept of Good School, albeit in a particular way. Results. The analysis of the empirical research data revealed that insufficient emphasis is placed on the value aspect, modelling of community-based school activities and their reflection. The research findings also showed that there has been a considerable lack of attention paid to some of the teacher's competences – there has been a lack of experts’ focus on the personalization of the educational content, its construction in the interaction with the elements of the pedagogical system, the reflection of pedagogical activities, and others.

Conclusions. The concept of Good School is understood by the experts as a map, a conceptual idea, a guideline unfolding the schools’ specificity. The implementation of the concept of Good School should be based on the ideas of constructionism  that open the pathways of common  development,  realization, and improvement of Good School.

Author Biographies

Roma KRIAUČIŪNIENĖ, Faculty of Philology, Institute of Foreign Languages, Vilnius University Universiteto str. 5, LT-01513 Vilnius, Lithuania

Prof. dr. Roma Kriaučiūnienė is Director of the Institute of Foreign Languages of the Faculty of Philology of Vilnius University. Her professional interests include: multilingulaism and plurilingualism, foreign language didactics, personality development in teaching/ learning process at universities; development of future foreign language teachers‘ value attitudes; teachers‘ competences (intercultural, general, linguistic, pedagogical); social responsibility, intercultural communication. Prof. dr. Roma Kriaučiūnienė disseminated her research data at variuos international conferences in Lithuania and abroad (Latvia, Estonia, Germany, Austria, Turkey, Italy, Spain, Georgia, Russia, Poland) as well as had her research papers published in Lithuania, Latvia, Russia, Turkey, Slovenia, Italy, India, Check Republic, Spain.

VILIJA TARGAMADZĖ, Faculty of Philosophy, Institute of Educational Sciences, Vilnius University Universiteto str. 3, LT-01513 Vilnius, Lithuania

Professor, habilitated doctor in education science. Professor at Vilnius university, Chairman of Lithuanian Education Board in Parlament of the Republic of Lithuania(2013- 2018), member of Lithuanian National Radio and Television Board, President of the Education Future Forum(from 2017), member of The Lithuanian Educational Research Association (LERA)(from 2018). Published 9 monographs and scientific studies(for example: „Lithuanian general education school at a crossroads:quagmires and pathways(2014), The New (Z) Generation – Lost or Undiscovered yet? Identification of Essential Aspects of New (Z) Generations Child’s Learning Processes(2015), The directions for developing the Good school[ Scientifical study](2017).- etc) (4 with co-authors), more than 100 articles. Member of the Scientific Council of Lithuanian and foreign scientific journals(Acta paedagogica Vilnensia, International journal of Multilingual Education (IJME) etc.) . Member of Program Committee in International Scientific Conferences (Politics and Information Systems, Technologies and Applications – PISTA, USA), member of Scientific committee(“ The Proceedings of Riga Teacher Training and Educational Management Academy’s 10th International Scientific Conference Theory for Practice in the Education of Contemporary Society” (2017), Multilingual Education – Challenges and Perspectives(Ivane Javakhishvili Tbilisi State University, Georgia, 2017), etc. Participated in more than 20 projects(2012-2015. TEMPUS. „Development and Introduction of Multilingual Teacher Education Programs at Universities of Georgia and Ukraine (DIMTEGU)”. , 2015 -2017 H2020-SEAC-2014-1 Enhancing Responsible Research and Innovation through Curricula in Higher Education (EnRRICH ) etc.) Other scientific, pedagogical and social activities.

Field of interest: education management, social exclusion, didactics.

References

Behaviour modification. (2007). Retrieved from http://www.educational-psychologist.org.uk/behaviour.html

Devitt, T. (2001). The Why? Retrieved from http://whyfiles.org/137lightning/index.html

Devitt, T. (2002) Lightning injures four at music festival. The Why? Retrieved from http://whyfiles.org/137lightning/index.html

Dragonas, T., Gergen, K. J., McNamee Sh., & Tseliou E. (2015). Education as social construction: Contributions to theory, research and practice. Retrieved from http://www.taosinstitute.net/education-as-social-construction

Gergen, K.J. (2015) From Propositions to Practice: Pedagogy for Life as Process in Education as social construction: Contributions to theory, research and practice. Retrieved from http://www.taosinstitute.net/education-as-social-construction

Kafai, Y., & Resnick, M. (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. Routledge

Kim, B. (2001) Social Constructivism from Emerging Perspectives on Learning, Teaching and Technology. Retrieved from http://cmapsconverted.ihmc.us/rid=1N5QXBJZF-20SG67F-32D4/Kim%20Social%20constructivism.pdf.

Lietuvos švietimo ir mokslo ministerija (2015). Lietuvos respublikos švietimo ir mokslo ministro įsakymas dėl geros mokyklos koncepcijos patvirtinimo 2015 m. gruodžio 21 d. Nr. V-1308. Vilnius. Retrieved from https://www.e-tar.lt/portal/lt/legalAct/f2f65120a7bb11e5be7fbe3f919a1ebe

Senior, B. (2007). Inside management teams: Developing a teamwork survey instrument. British Journal of Management, 18(2), 138-153.

Targamadzė, V. (2016). Gera bendrojo ugdymo mokykla: mimikrija ar metamorfozė? Socialinis ugdymas.Vilnius: Edukologija.

Targamadzė, V. (2017). Geros mokyklos įgyvendinimo linkmės. Vilnius: Vilniaus universiteto leidykla.

Published
2019-09-02
How to Cite
KRIAUČIŪNIENĖ, R., & TARGAMADZĖ, V. (2019). MAPPING THE CONCEPT OF A GOOD SCHOOL WITH TEACHERS’ CHARACTERISTICS IN THE CONTEXT OF A GOOD SCHOOL CONCEPT. Journal of Education Culture and Society, 10(2), 32-42. https://doi.org/10.15503/jecs20192.32.42