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Bildungswissenschaften und akademisches Selbstverständnis in einer globalisierten Welt- Education and Academic Self-Concept in the Globalized World

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Gerd-Bodo von Carlsburg and Thomas Vogel

Dieser Band dokumentiert eine Reihe von Beiträgen der XIX. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung zum Thema Bildungswissenschaft auf der Suche nach globaler Identität, die vom Ministerium für Bildung und Wissenschaft der Republik Litauen, der Litauischen Universität für Bildungswissenschaften in Vilnius und der Pädagogischen Hochschule Heidelberg – University of Education gemeinsam konzipiert und veranstaltet wurde. Das Hauptthema der Konferenz waren Bildungs- und Qualitätsstandards der Hochschul- und Schulbildung. Dieses Qualitätsmanagement setzt somit den Erwerb interaktiver Kompetenzen im Bildungs-, Erziehungs- und Sozialisationsbereich voraus, gewissermaßen als innere Kräfte für Basiskompetenzen, die im Hinblick auf die Herausforderungen der Gesellschaft des kommenden Jahrzehnts die Befähigung zu Identität ermöglichen.
This volume presents a series of contributions from the XIX. International Scientific Conference on The Reform of Education and Teacher’s Training on the topic Educational Sciences in Search of Global Identity which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania, Lithuanian University of Educational Sciences and Heidelberg University of Education (Germany). Main topics of the conference were educational quality standards of Higher and Secondary Education. This kind of quality management relies on the acquisition of interactive competence in socialization and the educational sector. The development of these basic skills is prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.
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The Present-Day School and Teacher’s Professionalism: the Parents’ Evaluation

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Vilija Grincevičienė

Abstract

The paper aims to reveal how the pupils’ parents / guardians evaluate the present-day school as an educational institution and the teacher as an educator of a developing personality and a professional. Once the characteristics of family and school interaction are determined, it is possible to establish feedback concerning the efficiency of the developed model of education change as it faces the reality of education.

The data of long-term research (school year 2002/2003 and school year 2012/2013) make it possible to state that the dynamics of the interaction between the pupils’ parents / guardians and the school is marginally positive: during the surveyed period the number of families that frequently communicate with school increased. Moreover, the number of pupils unwilling to attend school decreased. The expectations of pupils’ parents in regard to the teacher’s professionalism are still high: only personalities can educate personalities. The research revealed that the pupils’ families are not indifferent to the processes of the education system reform and wish the organizers of the education process to hear out their ideas and suggestions. Nevertheless, the parents have no intention of taking over the role of initiators in the enhancement of partnership between schools and parents: the community of educators, that still possesses the status of the leader, has to design the model of interaction between the active main institutes of socialization (family and school) in the realm of primary socialization.

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