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Pedagogical Technologies in Socialization and Resocialization of Society, ISSN 1691-5909

VOLUME 1, 2010

PEDAGOGICAL TECHNOLOGIES IN SOCIALIZATION AND

RESOCIALIZATION OF SOCIETY

Personality Socialization Research Institution of Rezekne Higher Education Institution, Latvia (Registered in Register of Scientific Institutions of the Republic Latvia, on 08.11.2006,

registration No. 321093)

The articles appearing in this scientific collection are abstracted in home page of Personality Socialization Research Institution (http://ru.lv/index.php?

lang=lv&p=2&p2=201&p3=20106&p4=201065)

http://ru.lv/index.php?lang=lv&p=2&p2=201&p3=20106&p4=201065


Pedagogical Technologies in Socialization and Resocialization of Society, Volume 1, 2010

Publisher

Personality Socialization Research Institution of Rezekne Higher Education Institution, Latvia

Editor

Dr., prof. Velta Lubkina, Director of personality Socialization Research Institution, Latvia

Editorial Board

Dr., prof. Horst Biermann, Dortmund University, GermanyDr., prof. Bunsit Chaichana, Yala Rajabhat University, ThailandDr., assoc.prof. Janis Dzerviniks, Rezekne Higher Education Institution, LatviaDr., assoc.prof. Irina Liokumovish, Riga Technical University, LatviaDr., prof. Gretar L. Marinosson, Iceland University of Education, IcelandDr., prof. Jose Mafokozi Ndabishibije, Universidad Complutense de Madrid, SpainDr., prof. Nikolai Malofeev, Academy of Education, RussiaDr., assoc.prof. Hovik Melkonyan, Gyumri State Pedagogical Institute, ArmeniaDr., Barry H. Smith, Dreyfus Health Foundation, United States of AmericaDr., prof. Babak Shamshiri, Shiraz University, IranDr., prof. Jelena Tjagusheva, University of Zaporozhye, UkraineDr., prof. Irena Zogla, University of Latvia, Latvia

Copyright of this scientific collection entitled Pedagogical Technologies in Socialization and Resocialization of Society, Volume 1, 2010 is the property of Personality Socialization research Institution (PSRI) of Rezekne Higher Education Institution (RHEI), Latvia. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the copyright holders.

Pedagogical Technologies in Socialization and Resocialization of Society is an international, periodical, peer reviewed scientific journal, issued by the PSRI of RHEI.

Address:Personality Socialization Research InstitutionAtbrivosanas aleja 115, Rezekne, LV-4601, LatviaE-mail: [email protected]: +371 646 22497Web page: http://ru.lv/index.php?lang=lv&p=2&p2=201&p3=20106&p4=201065

ISSN 1691-5909 © PSRI of Rezekne Higher Education Institution, Latvia, 2010ISBN 978-9984-44-048-4 © Authors, 2010

The authors of the articles and studies are responsible for the scientific content and stylistic aspects of the texts

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CONTENTS

Educational Reform Process and Higher Educational Institution’s (HEI) Administration System Modernization Objectives in Gyumri State Pedagogical Institute………………………………………………Vardevan Grigoryan, Hovik Melkonyan, Lilit Greyan

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The Pilot Test of the International Physical Activity Questionnaire for Cultural Adaptation in Latvia……………………………………....Aivars Kaupuzs, Viesturs Larins

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Socialization and Resocialization Issues in the Context of Social Changes………………………………………………………………......Ruzanna Mardoyan, Lusik Ghukasyan, Hovik Melkonyan, Elvira Zargaryan

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The Education of Youngsters and Adults: Weacing the Planning and Organization of Meade………………………………………………....Valeria de Oliveira, Rosangela Aparecida Hilário, Catarina Costa Fermamdes

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Satisfaction of Pupils’ of Social Risk Group Needs in Activity of Latvian Boarding School………………………………………………..Inese Patapova, Liga Danilane, Velta Lubkina

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The Continuity of the Content in Physics Education in Secondary and Higher Education……………………………………………………Janis Poplavskis, Janis Dzerviniks

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The Acquisition of Studying Skills in Build Environment at Special Primary Boarding School……………………………………………….Ilga Prudnikova

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The Relationship between Epistemological Beliefs and Goal Orientations among Iranian Undergraduate Students………………..B. Shamshiri, R. Marzooghi, M. Fouladchang

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Theoretical Argument of Context of Supervision’s (Professional Consultation's) Improvement of Professional Competences in Social Pedagogy………………………………………………………………….Zenija Truskovska

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Adolescent with Language Impairment Socialization Problems in Latvia…………………………………………………………………….Svetlana Usca, Velta Lubkina

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Developing a Community of Enquiry Approach to Learning in Higher Education………………………………………………………...Margaret Wood

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PREFACE

Europe’s Growth Model for next 20 – 30 years within the context of global development brings a person and his interests forward. Latvian National Development Plan (NDP) stresses that our country’s long-term development goal is: educated, creative and go-ahead person, an active creator of Latvian future.

Latvia is an East border of the EU, and its level should comply the EU demands in all spheres. For provision of European- and worldwide-corresponding environment, inter alia, - human environment, there is necessity for a high-level theoretical and professional specialist, being able to deal with problems and find solutions for managing crisis, performing independent scientific activity and generating innovative and creative ideas for improvement of quality of present processes. Guidelines for development of higher education, science and technologies of the Republic f Latvia for period 2002-2010, prescribes improvement of higher education, science and technologies as a long-term basic of civil society, economics and culture.

On 28th February, 2006 by the decision No.3 of the Senate of Rezekne Higher Education Institution, there was established the Personality Socialization Research Institute (PSRI), being registered in register of scientific intuitions of Ministry of Education and Science on 08.11.2006. (ID No. 312093).

The strategic aim of the Personality Socialization research institute (PSRI): to develop scientifically-explorative capacity by ensuring technological excellence (scientifically grounded theoretical, practical, informative basis etc.) and transfer of innovations for abatement of socialization and re-socialization problems within the fields of person’s (especially people with special needs) social safety and integration, human safety and violence prevention by making interdisciplinary researches and developing safety of individual and society.

The tasks of PSRI: to ensure technological excellence and transfer of innovations for solving of

socialization and re-socialization issues (especially of people of special needs) in Latgale region and everywhere else in Latvia:

To perform interdisciplinary researches and transfer of innovations within the fields of socialization, re-socialization and human safety: education, personality socialization (5.The humanities and social sciences; 5.2.Social sciences; 5.22.Pedagogy) – re-socialization (3.biologic and medical sciences; 3.15. medical basis sciences – Public health; rehabilitation) – pedagogy technologies, social and rehabilitation technologies and information technologies (2.engineering and computer sciences; 2.1.computer sciences; 2.11.information technologies), to continue cooperation between Latvian and foreign Scientific Institutions.

To perform transfer of innovations, to continue to publish two annual internationally-reviewed PSRI scientific publications, which have gained an International Standard Serial Number (ISSN);

By cooperation with Latvian Academy of Sciences and other national and international universities, to take part in other editorial boards of internationally-reviewed scientific publications, and to issue findings in internationally-quotable publications;

To arrange annual international conference “Society, Integration, Education”; In collaboration with USA DHF, to continue to arrange scientifically-practical PSBH

conferences and other ways of cooperation;

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To engage in European Spatial Planning Observation Network (ESPON) and other networks/projects of collaboration.

For popularizing of findings, PSRI is ensured by qualitative basis for organizing worldwide scientific debates, because the annual PSRI internationally-reviewed collection of scientific articles „Education reform in comprehensive school: Education content Research and implementations problems: The collection of scientific papers, ISSN 1691-5895, is included in EBSCO: Education Research Complete (Licence Agreement 18.06.2010) http://search.ebscohost.com data base and is available on RHEI PSRI data base: http://ru.lv/index.php?lang=lv&p=2&p2=201&p3=20106&p4=201062.

Every year PSRI organizes international scientific conference “Society. Integration. Education”, as well as submitted articles are being internationally-reviewed and published in collection of articles of the conference (ISBN 978-9984-44-018-7) (ISSN 1691-5887). Some articles of the conference of 2009 are published on Thomson Reuters ISI Web of Science data base.

In October 2010 there was published the first issue of this periodic, internationally-reviewed scientific journal “Pedagogical Technologies in Socialization and Resocialization of Society”, ISSN 1691-5909.

I would like to thank the Editorial Board and partners of collaboration for support during the development of this journal.

Thank all authors of the articles for their contribution in performing of personality socialization and resocialization researches.

Director of the PSRI, chairperson of the Scientific Editorial Board PhD, Professor Velta Lubkina

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EDUCATIONAL REFORM PROCESS AND HIGHER EDUCATIONAL INSTITUTION’s (HEI) ADMINISTRATION SYSTEM MODERNIZATION OBJECTIVES IN GYUMRI STATE PEDAGOGICAL INSTITUTE

Vardevan GrigoryanGyumri State Pedagogical Institute, Armenia

E-mail: [email protected]

Hovik MelkonyanGyumri State Pedagogical Institute, Armenia


Lilit GreyanGyumri State Pedagogical Institute, Armenia


Abstract

The article, as an essential matter, refers to the issues concerning the establishment of an HEI providing competitive educational services through installing and practicing Bologna Process requirements and principles. Here the organization and coordination of administration system updating process is emphasized.The primary and essential spheres of HEI administration were distinguished the peculiarities of current reforms, which may promote the creation of participative communication atmosphere, formation of the culture of corporational collaboration. The following are distinguished:

a) Implementation of HEI structural changes – foundation of new structures and offices, which will assure the implementation of educational reforms on institutionalized level. Another type of structural changes is considered the installation of new, up-to-date specialties.

b) Through carrying out corresponding activities to reach changes in imagination, conception, consciousness and value system of students, lecturers and administrative staff employees concerning the new ideas and notions brought by Bologna Process.

For this matter, besides raising awareness, the activities implemented towards creation and development of learning atmosphere and culture for students as well as lecturers and administrative staff members, are considered to be essential means. In this case learning is observed as essential tool for the socialization of individual and the whole institution.Key words: Bologna Process, participative management, the culture of communication and learning, SWOT-analysis.

Introduction

To respond to varying social claims, to create effective mechanisms for having them fulfilled and implemented, the higher educational system itself has the need of

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implementing certain reconstructions and changes. Moreover, when it's widely observed, i.e. also from the point of the establishment of European Higher Education Area (EHEA) and into its integration, then the Armenian HEIs are assigned to make structural as well as entire changes, to work out strategic planning in organizing and implementing educational and scientific-research activities along with the Bologna Process priorities, principles and requirements. But there exists a certain problem, a solution of which requires adequate approach and administration. Considering this fact the Minister of Education and Science of the Republic of Armenia Armen Ashotyan notes: “Making educational reforms is complicated: on one hand the system is conservative, on the other hand education is obliged to change simultaneous to the developing world” (www.edu.am).

One of the essential preconditions of this process is the modernization of HEI administrative system. In this case those qualities of management and administration become primary which ensure the discovery and development of the organization, inner resources of social institution, potential capacities having them directed towards reaching the primary goals. The strategic planning of the institute is formalized expression of the process, a separate stage of its implementation is carrying out SWOT-analysis and defining the mission and vision of the institution.

At first the strategic development conception of Gyumri State Pedagogical Institute (GSPI) was formed with its basic directions and Balanced Scorecard system representing its progress. Later on there will be distinguished and talked about the SWOT-analysis and activities implemented by GSPI, which mostly refer to Bologna Process, the efficient implementation of educational reforms or which are considered to be essential preconditions for them.

In HEI reforms recent conditions the activities implemented towards the modernization of management system are mostly concerned with discovering the weak points of our institution, its partial or full elimination, as well as establishing relevant conditions and means towards preventing external dangers or reacting against them, activating inner resources.

As it is mentioned in SWOT-analysis principles its 4 components are interconnected for some ways. Particularly it is stated that its strong and weak points are mostly concerned with the inner sphere of organizations activities while the opportunities and dangers are mostly external factors. (Mullins, 1996, www.mindtools.com/ pages/article/newTMC_05.htm).

On the other hand these separately exist in mutual cause/effect connections.Therefore, if the installation of up-to-date technologies and changes in the job

market requirements may create favourable conditions and opportunities for extending the demand of certain specializations then on the other hand it may some ways become an external danger if the HEI will not be able to ensure necessary material-technical and professional base. Similarly some traditions and experience may be observed as strong points during SWOT-analysis while for certain cases, especially during transitions and reforms, they may turn into partially obstructing factors or weak points. While during the modernization of management system the activities, implemented towards eliminating the drawbacks, may serve as a base for reacting against external dangers or preventing them.

n this article as such factor the implementation of management system towards creating an atmosphere and culture of learning inside the institution is observed. In this case the concept of “learning” is observed in a wider sense and concerns not only the students, but also the lecturers, administration and the rest of the employees. This matter will further be discussed in details through the article.

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Considering the above mentioned issues we will speak in details about the basic objectives of the management system modernization, consequently having decreased or eliminated the number of weak points as well as having activated and coordinated the inner resources for confronting the external dangers through managing the activities directed towards the estimation and change of the situation.

Methodology and Results of Research

As GSPI strong points there're distinguished the following: a) academic staff members with high professional training and recognition,b) the existence of certain traditions,c) being acknowledged by the employees and of some repute,d) certain experience in the field of external cooperation.

Having 75 years of history GSPI is an educational, scientific institution with its peculiar traditions. It serves not only the region of Shirak, RA but also partly the population of Javakhq (Ninotsminda Region in the Republic of Georgia, which borders Armenia and is mostly populated by Armenians). And this is one of the directions of external cooperation. Generally GSPI foreign cooperations include HEIs not only in RA and neighbourhood countries, but also in Eurasian and American countries. And the Office of International Relations and Reforms first of all had the primary goal of organizing, implementing and coordinating the external cooperation activities of GSPI on institutional level.

As weak points there are distinguished the limited facilities on teaching the courses of the existing specialities in foreign /European/ languages, comparably slow progress of activities directed towards student service and career preparation. As it has already been mentioned above another weak point is somehow connected with the existing traditions also described as strong points. Probably this is typical for transitional countries mostly, such as Armenia. This refers to the slow process of transition, external changes and requirements. Therefore, in this case the established traditions have certain conservative and binding roles. Perhaps also this circumstance was considered by the Minister of Education and Science of RA when he pointed out the complication of educational reforms. He also adds that “...the key to success is the change in our mentalities. In the process of educational reforms, from pre-school up to post-graduate education, the Ministry primarily emphasizes the mentality change. Otherwise no new law or document may function. The borderline between Europe and Asia passes through the hemispheres our brain.” (www.edu.am).

The activities carried out towards solving these problems are of course time-consuming and require consistent and careful approach. As in this case we deal with already established value system, its revision and sometimes even its revaluation becomes a necessity.

In specialized literature this process is characterized as self-organizing and personal mastering. Firstly: making such changes in structure and value system which may promote the enhancement of compatibility and longevity of the individual as well as the organization. Secondly: defining the mission, strategic development and essential goals of the organization, real estimation of current situation, planning and implementation of activities towards decreasing the differences between them. And the efficient management of this process may establish and develop individuals, employers, colleagues as well as the whole organization to make right choices, to reach desired results, competences (Kazhoyan, 2004).

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As it noted changes mainly refer to two basic spheres which are interconnected in some ways. That is, structural changes are always preceded and followed by changes in the value system the implementation of which requires more careful and consistent approach as well as administration. These issues gain greater importance when all the members of the organization in this case administrative, academic staff members and the students are dealt with the solution to the problem of integration and socialization.

GSPI structural changes are of two main manifestations. First one is the establishment of such structural units which are in charge of the issues of HEIs reforms. Particularly, the Office of International Relations and Reforms, the Unit of Doctoral Studies, Social Work Educational Centre, Student TV Studio, Socio-Psychological Consultation Centre, etc. are such new units.

Another structural change refers mostly to the installation of new, up-to-date specializations, which are of great demand especially in the employment-market of Shirak Region, RA. Particularly, such specialities were installed in GSPI lately, such are Social Work, Journalism, Pharmaceutical Chemistry, Jurisprudence, Management, Social Pedagogic, etc.

Ensuring collaborative atmosphere and communication are of primary value and significance in these processes as important components of modern management and administration. In this case as the first step such management qualities become efficient which are called Middle-of-the-Road Management/Leadership (medium production/medium people) according to the theory of Blake Mouton Managerial Grid, i.e. the issue of organization's activities efficiency as well as the needs and expectations of its employees taken on the average level but equally (Mullins, 1996, www.mindtools.com/pages/article/newTMC_05.htm). It becomes possible only through the compromise. But in case of existence of communicative and collaborative atmosphere ensuring participatory management becomes possible, which has more important role for quickly changing atmosphere and transitional societies.

This is noted as prior in Budapest-Vienna Declaration on the European Higher Education Area, March 12, 2010: "...At national level, we also strive to improve communication on and understanding of the Bologna Process among all stakeholders and society as a whole" (Point 7); "...We call upon all actors involved to facilitate an inspiring working and learning environment and to foster student-centred learning as a way of empowering the learner in all forms of education ..." (Point 10); "...We commit ourselves to working towards a more effective inclusion of higher education staff and students in the implementation and further development of the EHEA..." (Point 9) (www.edu.am).

Observing sociological survey as a means of communication such surveys were taken particularly at different stages of educational reforms. Its necessity is caused by the fact that higher education and its management moreover are considered to be manifestations of social responsibility and partnership, during which the opinions and suggestions of all the interested ones are heard and taken into consideration.

This is proven also by Budapest-Vienna Declaration on the European Higher Education Area, March 12, 2010: "...We acknowledge and will listen to the critical voices raised among staff and students. We note that adjustments and further work, involving staff and students, are necessary at European, national, and especially institutional levels to achieve the European Higher Education Area as we envisage it" (www.edu.am).

Hereby sociological survey is a way to make participants more active and enhance their participation. And the survey results were concluded and considered during planning and revising further activities. Particularly there will be presented some comparisons of survey results on the installation of ECT System among academic staff members, students and other employees.

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Taking raising awareness as an effective factor on creating reforming atmosphere GSPI periodically carries out such type of activities by all possible means: publishing information booklets and spreading them among students and lecturers, organizing seminars/discussions, different TV programs on regional TV channels, etc. Survey results show that 66% of responders consider their level of awareness satisfactory as well as necessary as a result of the activities implemented. Almost the same number of participants pointed out the necessity of reforms. Of course this number shouldn't be considered satisfactory. The directions and contents of activities performed should be made diverse, especially for that group (almost 44%) which finds reforms unnecessary. As in this case there is need of mentality change, value revision, even re-estimation. And all these, as it has already been mentioned before, require adequate approach. Especially on management and administrative levels, considering our experience, we think that organizing and coordinating such activities are becoming prior and efficient and which are directed towards "...the high level of staff unity and ensurement of the correct understanding of the culture of organization which directly influences on the employees to create their own values and on the formation process" (Kazhoyan, 2004).

Also: "...the creation of the atmosphere of tolerance for new or opposite ideas and types of activities" (Kazhoyan, 2004).

Considering the value definition and value system modernization as one of the key preconditions of every process the Minister of Education and Science of the RA has raised the question of educational values at the Summit devoted to the 10th anniversary of the Bologna Process: "...to keep that value system which is established in the sphere of higher education of different countries and have it connected with European and universal values" (www.edu.am). A suggestion which "...found great respond and majority of report makers of the Summit mentioned this in their speech" (www.edu.am).

And according to the above mentioned descriptions the installation of educational values and their use will be effective too if one of the main directions of the modernization of management system is the one which may possibly decrease or solve the following essential problems which in some ways is faced by the reform making universities.

1. To decrease the formal manifestations of the reforms as much as possible when "... the contextual, programme changes give way to formal approaches (www.edu.am).

2. Student's incomplete awareness, low involvement/participation.3. Academic staff members and participants incomplete conceptions about

Bologna Process.4. Of course here the in correspondence of legal sphere is of greater importance

and even the absence of legal normative acts (www.edu.am).As far as these issues are concerned the taken survey results comparison is worth

mentioning. Moreover it should be taking into account that this refers to the starting stages of the reforms. In our further actions the responders' suggestions and remarks were taken into account and discussed as much as possible. Particularly, majority of the responders find the GSPI activities quite efficient or partly efficient (61%), 22% of the responders noted that the results are not seen and only 17% of the responders think that the process is not efficient. Moreover, to the question of which are the drawbacks preventing the impartial evaluation by the new system was given the following answer by students as well as the lecturers: students' not active even passive participation to the reform process. To solve this problem we are led by the principle mentioned at Prague Communiqué, 2001: "... it's necessary to have students involved in the establishment and formation of European Higher Education Area as awarded, active and structural

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partners... The students should participate and have their impact on management and formation of training contents/materials of the universities and other HEIs" (Yeritsyan, Chughuryan, 2007).

We also think that it's the result of incomplete conceptions about the reform process and low involvement that the majority of responders emphasize only such factors as class participation and evaluating tests in such evaluation system. And such factors as actual testings, individual work papers and owns researches haven’t got the necessary attention yet. In the activities implemented towards the solution of this problem once again attention is paid to the issues of changing the mentality, previous conceptions and imaginations having explained that the new system is a student-centred one and is inclined to the result educational process result, student capacities and competence formation.

As for the next section of SWOT-analysis that is for the purpose of confronting external dangers and challenges the GSPI activities mainly refer to setting priorities through strategic planning and enhance the organizations competitive capacities through activating the inner resources and purposeful management.

We consider "learning" to be an effective tool as notion and in a wider sense; as well as management directed towards the creation of learning atmosphere and culture. Learning as it is described in specialized literature has wider sense and does not mean only obtaining additional knowledge on the specialization as it always means to us but also obtaining knowledge about different spheres of life and mastering in its practice. Another meaning of the word "learning" we distinguish is also exploring the errors as well as planning and implementing actions towards their elimination.

“It's not only in the classrooms and auditoriums that people may learn but also at real conditions, i.e. in life... Somehow all the organizations are learning through getting adapting to external changes. Learning is one of the main factors of their organizational culture.” (Kazhoyan, 2004). As it is mentioned: “Organizational learning is the process through which managers instil in all members of an organization a desire to find new ways to improve organizational effectiveness.” (George, & Jones, 2002, p. 171). As we see learning is also a socialization tool for the organization as well as for the personality to get adapted.

Particularly, there are two types of learning peculiar for the transitional societies as distinguished by Cris Argiris. According to him: "...learning includes exploring errors and correcting them which takes place only when something goes wrong i.e. the result and the purpose don't correspond" (Kazhoyan, 2004). He distinguishes one-cycled and double-cycled types of education with the following peculiarities:

To explore the error and have it eliminated doesn't require basic value changes of the system /individual or group/ then it takes place in a cycle and therefore is considered to be one-cycled education.

Double cycled education takes place when there arises the need of revising the norms of the organization /individual/, objectives and strategies in order to explore the error and correct it (Kazhoyan, 2004).

Argiris notes that: "...double-cycled learning is necessary when the organization /individuals/ is going to make wise decisions in rapidly changing and often indefinite environment.” (Kazhoyan, 2004).

In case of such approach learning itself becomes a tool to develop knowledge and skills on managing people's resources and promotes the cultural values, revision of norms and conceptions, creation and adoption of new values.

In transitional society the learning organizations are of peculiar importance and mission (Peter Senge). Such organization:

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Encourages vertical and horizontal learning inside and outside of the organization,

Encourages information exchange between its employees, Creates opportunities for its employees to think freely and to create, Where people freely accept and work out new ideas and changes in

accordance with their united conceptions, Dares to search and takes responsibility for experimenting the new one

(Kazhoyan, 2004, George & Jones, 2002).Considering the various prospects, especially the establishment and reservation of

the culture of learning, Lifelong Learning was taken into consideration as well during the activities implemented in GSPI. We considered also the role and significance of Lifelong Learning emphasized by the Bologna Process executive group and the European Commission. Particularly in Prague, 2001 Lifelong Learning was distinguished as a separate direction of Bologna Process activities and there was initiated the creation of European lifelong learning area. And in 2007 the European Commission initiated the European Lifelong Learning Qualification Framework which includes general education and education for craftsman and elder people, training programs as well as higher education with all its qualifications (Sargsyan, Budaghyan, 2008).

Observing Lifelong Learning as a supporting tool for the socialization of a personality and an organization, today we are trying to solve the problem of enhancing the specialistic qualifications of the academic staff members of GSPI through its use in the frames of different consortiums composed of different universities in Armenia. Also to organize training and qualification courses for the pedagogues in Shirak Region and short specialised trainings for the employees of state and non-governmental organizations through combining different elements of correspondence education, distance learning and open learning systems.

Conclusions

The need of creating learning atmosphere is more emphasized nowadays by the fact that ensuring GSPI involvement to the international exchange process for students and lecturers is one of our strategic directions. And the first precondition for that is the high competence in European languages. And the creation of such atmosphere will only enhance the institute's compatibility, the formation of learning culture, where all the employees, no matter what age they are, what professional competence they have, may want and try to endeepen their knowledge of different foreign languages, computer skills.

Therefore, we think that the consistent implementation of the above mentioned activities, relevant administrative qualities and qualifications may lead to the modernization of management, to the installation of Team Leadership mentioned in Blake Mouton Managerial Grid. These leaders stress production needs and the needs of the people equally highly. Here how it's mentioned: "The premise here is that employees are involved in understanding organizational purpose and determining production needs. This creates a team environment based on trust and respect, which leads to high production." (Mullins, 1996, www.mindtools.com/pages/article/newLDR_73.htm).

Basically we are trying to take into consideration all the mentioned ones and practice them in the modernization process of GSPI administration system, particularly during such period of educational reforms.

References

Blake Mouton Managerial Grid. Balancing Task- and People-Oriented Leadership. Retrieved June 04, 2010, from www.mindtools.com/pages/article/newLDR_73.htm

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http://www.mindtools.com/pages/article/newLDR_73.htm


Grigoryan, A., & Simonyan, A. (2007). Student surveys the experience of organizing in Yerevan State University. Yerevan. (The title is translated from Armenian).

Jennifer, M. G., & Gareth, R. J. (2002). Organisational Behaviour (3rd ed.). New Jersey: Prentice Hall.

Kazhoyan, H. (2004). Communication for Social Change: networking basics. Yerevan, Author's edition. (The title is translated from Armenian).

Ministry of Education and Science of Republic of Armenia – www.edu.am.

Modebadze, N., & Mikeladze, T. (2010). The Integration Aspects in European Educational Area of Academic Staff and Students of Telavi State University. Society, Integration, Education, 101-108.

Mullins, L. J. (1996). Management and Organizational Behavior (4th ed.). Pithman Publishing.

Sargsyan, Yu., & Budaghyan, A. (2008). Bologna process in Armenia. Guidelines. Yerevan. (The title is translated from Armenian).

SWOT Analysis, Retrieved June 04, 2010, from www.mindtools.com/pages/article/newTMC_05.htm

Yeritsyan, S., & Chughuryan, A. (2007). 100 of questions and answers about the Bologna Process. Yerevan. (The title is translated from Armenian).

Vardevan Grigoryan Doctor of Pedagogical Science, Professor, RectorGyumri State Pedagogical Institute, Armenia4, P. Sevak, Gyumri, 3126, ArmeniaPhone: (+374312) 32199E-mail: [email protected]: www.gspi.am

Hovik Melkonyan PhD, Associate Professor, Head of Office of International Relations and Reforms,Gyumri State Pedagogical Institute, Armenia4, P. Sevak, Gyumri, 3126, ArmeniaPhone: (+374312) 33001E-mail: [email protected], [email protected]

Lilit Greyan Assistant, Office of International Relations and Reforms,Gyumri State Pedagogical Institute, Armenia4, P. Sevak, Gyumri, 3126, ArmeniaPhone: (+374312) 33001E-mail: [email protected], [email protected]

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THE PILOT TEST OF THE INTERNATIONAL PHYSICAL ACTIVITY QUESTIONNAIRE FOR CULTURAL ADAPTATION IN LATVIA

Aivars Kaupuzs Latvian Academy of Sport Education, Latvia


Viesturs Larins Latvian Academy of Sport Education, Latvia

Abstract

Regular physical activity increases exercise capacity and physical fitness, which can lead to many health benefits. Accurate quantification of physical activity becomes essential in terms of health outcome and effectiveness of intervention programmes. Internationally comparable data on activities, time-use, abilities, aptitudes, expectations and preferences of elderly people are still lacking in Latvia. There are three types of physical activity assessment methods: criterion methods, objective methods and subjective methods. Questionnaires and activity diaries are considered to subjective methods. Physical activity is associated with maintenance of cardio respiratory fitness. Change in physical activity habits is associated with change in cardio respiratory fitness. Forced expiratory volume in 1 second (FEV1) and forced vital capacity (FVC) are the best measures of pulmonary function. The aims of this investigation are: 1) to perform the pilot test of the International Physical Activity Questionnaire (IPAQ) for cultural adaptation in Latvia; 2) to compare the results of IPAQ and spirometry measurements. The purpose of the International Physical Activity Questionnaires is to provide a set of well-developed instruments that can be used internationally to obtain comparable estimates of physical activity. We did translate and back-translate from the original English version by two independent translators. At the pilot test had been involved 39 females volunteers (age 60 to 69) from a broad range of backgrounds. After filling the questionnaire we interviewed respondents about comprehensible of survey.The spirometry was measured by medical equipment: Spirolab manufactured by MIR (Medical International Research, Italy) at the medicine consulting-room. The interpretation of these data was followed by the ATS (American Thoracic Society accuracy standards) and divided in to six categories.Statistical analysis did not show the close relationship between physical activity level and spirometry results (Spearman’s Rank correlation coefficient p=-0,108; critical value rS= 0,318; α= 0,05). Although there are strong evidences of spirometry data as predictable variables of cardio respiratory fitness, but in this research we could define only the tendency of corresponding between normal spirometry and moderate-high physical activity. Overall based on the pilot testing results we can say that IPAQ questionnaire is available for further cultural adaptation in Latvia. There are some terms that needed to define more accurately with additional information that do not change the meaning of the instrument.Key words: physical activity, pilot test, questionnaire.

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Introduction

Life expectancy (the average life span of a general population) has increased in recent decades; however, the fundamental aging process remains unchanged. “Successful aging,” defined as avoiding disease and disability, maintaining high cognitive and physical function, and being socially engaged throughout the life span, was also recently subjected to quantitative genetic analysis (Avramov, Maskova, 2003).

The second half of the 20th century witnessed a substantial progress of population ageing in Europe. The absolute size of the elderly more than doubled during the last 50 years from 46 to 112 million people and their relative weight in the total population increased from 8% in 1950 to 14 % in 2000. Europe has continued to be the oldest among the major world regions (WHO).

Also in Latvia there are prospective changes of demography structure in future. The old-age dependency ratio, i.e. the number of people over 65 in relation to people aged 15-64 ('working-age population') is represented in figure 1 (Demography, 2005: collection of statistical data).

Figure 1. Demography structure in Latvia

The growing number of older people in society has both social and economic implications affecting most nations. Consequently, the age-related decline in physical and cognitive performance has been the focus of many studies (Blair, Kohl, Arlow et al., 1995, Fletcher Balady, Blair et al.,1996). A general conclusion from this research seems to be that the maintenance of functional capacity, and thereby the independence of the older person, is beneficial for the individual and society alike.

In adults, relationships among physical activity, health related fitness, and health are fairly well-established. The health-related fitness concept indicates that physical activity shows an interaction with health-related fitness and health (Bouchard, Shephard, 1994).

Good data are a prerequisite for systematic research and knowledge-based polity building. Internationally comparable data on activities, time-use, abilities, aptitudes, expectations and preferences of elderly people are still lacking in Latvia.

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In Latvia there are only a few standardised surveys for assessing of the physical activity: Health Behaviour in School-aged Children (HBSC), The FINBALT Health Monitoring. But these questionnaires are mostly about overall health assessment and involve only some aspects of the physical activity (Public Health Agency home page www.sva.lv).

Accurate assessment of physical activity in a free-living population is difficult and can be time consuming for participants and staff. A number of methods or assessing physical activity and energy expenditure exist, each with strengths and limitations, and are used in a variety of settings ranging from the laboratory to large population-based surveys. The most precise method for assessing energy expenditure resulting from physical activity is the doubly labelled water (DLW) method (Irwin, Conway, Bonnefoy, et. al., 2001). DLW provides an accurate estimate for overall energy expenditure, but it is unable to establish the type, frequency, duration, or intensity of the physical activities performed. Moreover, doubly labelled water is not practical for large-scale studies because of its high cost, high subject burden, and intrusiveness (Irwin, Ainsworth, Conway, 2001). Similarly, continuous ambulatory assessments of motion or physiologic measures have seen limited use in large scale surveys because of high cost, subject burden, and staff demands. Ambulatory monitoring devices have been used to continuously record body movement by pedometers or accelerometers or physiologic functions that respond to changes in activity level, such as heart rate, ventilation rate, or body temperature.

Physical activity has been assessed most frequently using a wide variety of physical activity logs and questionnaires (Lamb, Brodie, 1990). One of the most frequently used procedures shown to have reasonable test-retest reliability and validity is the interviewer-administered physical activity recall questionnaire (Dishman, Steinhardt, 1988; Richardson, Ainsworth, Jacobs et al., 2001). Physical activity recall questionnaires typically assess the type, intensity, frequency, and duration of physical activity during the past day, week, month, or year. Recall surveys are less likely to influence a person’s behaviour and less burdensome for subjects than daily activity logs or diaries (Vanhees, Lefevre, Philippaerts, et al., 2005).

Physical activity and non-smoking or smoking cessation is associated with maintenance of cardio respiratory fitness. Change in physical activity habits is associated with change in cardio respiratory fitness (Cheng, Macera, Addy et al., 2003). The histological changes in lung parenchyma, a decrease in ventilatory muscle strength, and an increase in lung compliance with aging contribute to lower vital capacity and expiratory flow rates in elderly persons (Zeleznik, 2003). Forced expiratory volume in 1 second (FEV1) and forced vital capacity (FVC) are the best measures of pulmonary function. Forced expiratory manoeuvres represent a physically demanding activity for respiratory muscles and for the rib cage-lung system and it is accompanied by a physical and cognitive decline. (Bellia, Pistelli, Catalano et al., 2000).

The aims of this investigation are:1) to perform the pilot test of the International Physical Activity Questionnaire (IPAQ)

for cultural adaptation in Latvia;2) to compare the results of IPAQ and spirometry measurements.

Methods

The purpose of the International Physical Activity Questionnaires is to provide a set of well-developed instruments that can be used internationally to obtain comparable

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estimates of physical activity. There are two versions of the questionnaire. The short version is suitable for use in national and regional surveillance systems and the long version provide more detailed information often required in research work or for evaluation purposes (http://www.ipaq.ki.se).

In response to the global demand for comparable and valid measures of physical activity within and between countries, IPAQ was developed for surveillance activities and to guide policy development related to health-enhancing physical activity across various life domains.

Translate and back-translate method

We made translations from the original English version by two independent translators. We asked them to make the concepts understandable by people in the second culture. These translations reviewed by a group of bilingual people that are similar to the intended users. They were four lecturer of English teaching from Rezekne Higher Education Institution. Then we asked two different translators translate the new version back into English (back translation). A group of lecturer meat again to review the back-translation and decided on the final version.

Pilot test

At the pilot test had been involved 39 females volunteers from a broad range of backgrounds. They had different linguistic sensibility (reason of Latgalian dialect and non native Latvian), varied education levels and social class. After filling the questionnaire we interviewed respondents about comprehensible of survey. The pilot test took place at Rezekne town pensioner’s daytime centre. Aging level between the respondents was from the age 60 to 69. All participants were healthy females.

Spirometry

The spirometry was measured by medical equipment: Spirolab manufactured by MIR (Medical International Research, Italy) at the medicine consulting-room. Following every FVC test, the device makes a quality control check to verify the validity of the test made and also a test interpretation by comparing the main measured parameters: FEV1, FEV 1%, and FVC with the respective normal (predicted) values. The interpretation of these data was followed by the ATS (American Thoracic Society accuracy standards) and divided in to six categories:

1 – normal spirometry2 – very mild restriction 3 - mild restriction4 – moderate restriction5 – severe restriction6 – very severe restriction For statistical computation of the results was used program “STATISTIKA”

(Dravnieks, 2000) as Visual Basic application for MS Excel 97.

Results

The participant characteristics are presented in table 1. As we can see subjects represent wide range of incomings, nationality and educational backgrounds.

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Table 1: Participant ccharacteristics

All participantsn=39

Occupation n %Hired worker 15 38Housekeeper 2 5

Pensioned 18 47Unemployed 4 10Nationality n %

Latvian 30 77Russian 6 15Other 3 8

Educational level n %Primary 3 8

Vocational 18 46Secondary 12 31University 6 15Mean age 64 years

After filling the questionnaire we interviewed them as they complete each item. We asked questions such as these:

a. Did you understand all the words?37 respondents said – yes, two respondents did not understand the meaning of” vigorous” term.

b. How clear was the intent of the question?Seven of the respondents did not understand the meaning of the question” During the last 7 days, on how many days did you…”. It was necessary to explain that question is about one of the week day as part of their everyday lives. Six of the respondents did not differentiate between - vigorous and moderate physical activities as part of their work and marked them both.

c. Do you have any questions about it?Eight of the respondents would like to get more explanation about term“ moderate physical activities like carrying light loads as part of your work” They wanted to hear some more examples about moderate active work. Nine of the respondents misunderstand the question: “How much time did you usually spend on one of those days walking from place to place?” and recognized it as “to be on foot as a part of a day activities”.

d. How could the wording be clearer?The participants could not supply any recommendation for formulating of the questions.

At the end of the survey, we asked more general questions such as these:

a. Did any of the questions make you feel uncomfortable?One of the respondent mentioned that question about time spending sitting to watch television made her to feel uncomfortable because she accept that it is too much, but she cannot manage it.

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b. Were there activities that we missed?15 of the respondents draw attention that there is very big seasonal difference between physical activities. Mostly of our respondents mentioned that they have the garden and at the winter time they have less physical activities than at the summer and autumn season.

Data was collected with the IPAQ long form and computed as median MET-minutes. There are three levels of physical activity proposed to classify populations: low, moderate and high.

The results of IPAQ are presented in figure 2.

Figure 2. Questionnaire results of physical activity by IPAQ

After interview we did the spirometry with the medical equipment – Spirolab at the medicine consulting-room. The interpretation of these data was followed by the ATS and divided in to six categories. The results of spirometry are presented in figure 3.

Figure 3. Spirometry results by Spirolab measurements

The results of spirometry shows, that participant represents wide range of pulmonary system condition. Most of them have normal spirometry or insignificant restriction (66%), but one third of them represent mild or moderate restriction. Spirometry results did not define any significant pulmonary dysfunction.

Discussion

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The need for active ageing is a challenge to all European countries. By 2025 about one-third of Europe’s population will be aged 60 years and over. This will have an enormous impact on European societies. The broad benefits of physical activity for older people are well documented and associated with improved length and quality of life. People tend to become progressively less active as they get older.

To study physical activity habits can be measured in different ways. Questionnaires on physical activity habits have advantages and disadvantages (Shephard, 2003). Other methods than questionnaires can be used for quantifying physical activity, for example accelerometer, physical activity dairy, recall, pedometer, doubly-labeled water (DLW), heart-rate recordings and oxygen consumption measurements (Bouten, Westerterp, Verduin et al., 1994; Crouter, Schneider, Karabulut et al., 2003; Racette, Schoeller, Kushner, 1995; Davidson, McNeill, Haggarty et al., 1997). Advantages of questionnaires include low cost, simplicity of administration and that large groups can be studied fairly easily. However, for showing actual physical activity behaviour accelerometers and especially DLW are better, although these methods require special equipment and are more expensive. Results from ongoing studies show good reliability for regarding physical activity habits (Arvidsson, Slinde, Hulthen, 2005).

As the result of European collaboration is an international physical-activity questionnaire - IPAQ (Hagstromer, Oja, Sjostrom, 2007; Craig et al., 2003). There are a short and a long version. The results of the pilot test show that the subjects represented different levels of income and education and they had different linguistic sensibility. The results of interview show that there is no incomprehensibility of the words of the translated questionnaire. At the same time there are some aspects that have to be considered for further cultural adaptation. Some respondents mentioned that the definition of moderate physical activity as part of their work was unclear and it was difficult to differentiate between - vigorous and moderate physical activities as a part of their work. The results of interview show that it is necessary to describe more precise walking as transportation from place to place as physical activity. The main challenge at this instrument is to take into consideration the season differences of physical activities of this age group.

The translation and adaptation of foreign instruments must be detailed and careful, because translating and adapting is as important as creating a new instrument. Sometimes it's even necessary to re-done the reliability and validity in the new context. The search for maximum equivalence between the original instrument and its translated version must guide the whole process which includes many steps. The first step is inspection of the test research background; the next one is getting permission from test designers and following - instrument translation procedure (Rascevska, 2005). The sequent step – pilot testing is represented at this paper. The gained results will be taken in to consideration for further cultural adaptation process in this age group (60-69 years).

As verification instrument of questionnaire we used the spirometry measurements. The results of spirometry and physical activity level are represented in table 2.

The results of IPAQ and spirometry were marked as range value. For statistical analysis we use the Spearman's rank correlation coefficient that is a non-parametric measure of correlation – it assesses how well a linear equation describes the relationship between two variables without making any assumptions about the frequency distribution of the variables.

Table 2. Results of spirometry and physical activity level

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Physical activity

Spirometry results normal

spirometryn=17

very mild restriction

n=9

mild restriction

n=10

moderate restriction

n=3Low n=9

2 4 2 1

Moderate n=19

9 2 6 2

Highn=11

6 3 2 _

Statistical analysis did not show significant relationship between physical activity level and spirometry results (Spearman’s Rank correlation coefficient p=-0,108; critical value rS= 0,318; α= 0,05). Forced expiratory volume in 1 second (FEV1) and forced vital capacity (FVC) are predictable variables of cardio respiratory fitness (Twisk, Staal, Brinkman et al. 1998), but for this group we can determinate only the tendency that persons with normal spirometry (n=15; 38%) mostly have moderate and high physical activity and with moderate restriction there are no one with high physical activity. For further investigations at this age group we suppose that field testing (aerobic, motor and musculoskeletal fitness test batteries) could be more informative for compeering of the self reported physical activity and fitness level.

Conclusion

Different levels of physical exercise can have remarkable effects on the functional physical capacity of the aging people. Physical-activity level, physical fitness, and other modifiable lifestyle characteristics may influence the risk of chronic disease and premature death.

Although there are strong evidences of spirometry data as predictable variables of cardio respiratory fitness, but in this research we could define only the tendency of corresponding between normal spirometry and moderate to high physical activity.

The use of performance measures in cross-cultural and international studies is not common but it still has obvious advantages. Cultural, language and social differences between populations may limit the validity of comparisons of self-reported physical activity.

As show the interview results there are some problems of questionnaire term comprehension for this age group (60-69 years). We suppose that for data validity in small investigation groups the interview method have more advantages. Further studies are needed to evaluate IPAQ instrument in other large population groups in both genders.

Overall based on the pilot testing results we can conclude that IPAQ questionnaire is available for further cultural adaptation in Latvia. There are some terms that needed to define more accurately with additional information that do not change the meaning of the instrument.

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Bellia, V., Pistelli, R., Catalano, F. et al. (2000). Quality control of spirometry in the elderly: the Sa.R.A. study; Salute Respiratioria nell’Anziano Respiratory Health in the Elderly. Am J Respir Crit Care Med , 161,1094-1100

Blair, S.N., Kohl, H.W., Arlow, C.E., Paffenbarger, R.S., Gibbons, L.W., Macera, C.A. (1995). Changes in physical fitness and all-cause mortality. A prospective study of healthy and unhealthy men. JAMA, 273:1093-1098.

Bonnefoy, M., Normand, S., Pachiaudi, C., et al. (2001). Simultaneous validation of ten physical activity questionnaires in older men: a doubly labelled water study. J Am Geriatr Soc, 49: 28–35.

Bouchard, C., Shephard, R.J. (1994). Physical activity, fitness and health: the model and key concepts. In: Bouchard, C., Shepard, R.J., Stephens, T. (editors): Physical activity, fitness and health, International Proceedings and Concensus Statement. Champaign III: Human Kinetics, pp. 77-88.

Bouten, C.V., Westerterp, K.R., Verduin, M., Janssen, J.D. (1994). Assessment of energy expenditure for physical activity using a triaxial accelerometer. Med Sci Sports Exerc, 26:1516-1523.

Cheng, Y.J., Macera, C.A., Addy, C.L., et al. (2003). Effects of physical activity on exercise tests and respiratory function. Br J Sports Med, 37,521-528

Conway, J.M., Irwin, M.L., Ainsworth, B.E. (2002). Estimating energy expenditure from the Minnesota Leisure Time Physical Activity and Tecumseh Occupational Activity questionnaires— a doubly labelled water validation. J Clin Epidemiol, 55:392–9.

Craig, C. L., et al. (2003). International physical activity questionnaire: 12-country reliability and validity. Med Sci Sports Exerc, 35: 1381-95.

Crouter, S.E., Schneider, P.L., Karabulut, M., Bassett, D.R. Jr. (2003). Validity of 10 electronic pedometers for measuring steps, distance, and energy cost. Med Sci Sports Exerc, 35:1455-1460.

Davidson, L., McNeill, G., Haggarty, P., Smith, J.S., Franklin, M.F. (1997). Free-living energy expenditure of adult men assessed by continuous heart rate monitoring and doubly labelled water. Br J Nutr, 78:695-708.

Demography, 2005: collection of stastistical data (2005). Riga, Central Statistical Bureau, 164p

Dishman, R.K., Steinhardt, M. (1998). Reliability and concurrent validity for a 7-d re-call of physical activity in college students. Med Sci Sports Exerc, 20:14–25

Fletcher, G.F., Balady, G.J., Blair, S.N., Blumenthal, J., Caspersen, C., Chaitmen, B., et al. (1996). Statement on exercise: benefits and recommendations for physical activity programmes for all Americans: a statement for health professionals by the Committee on Exercise and Cardiac Rehabilitation of the Council on Clinical Cardiology, American Heart Association. Circulation, 94: 857-862.

Hagstromer, M., Oja, P. & Sjostrom, M. (2006). The International Physical Activity Questionnaire (IPAQ): a study of concurrent and construct validity. Public Health Nutr, 9: 755-62.

Irwin, M.L., Ainsworth, B.E., Conway, J.M. (2001). Estimation of energy expenditure from physical activity measures: determinants of accuracy. Obes Res, 9:517–25.

Lamb, K.L., Brodie, D.A. (1990). The assessment of physical activity by leisure-time physical activity questionnaires. Sports Med, 10:159–80.

Racette, S.B., Schoeller, D.A., Kushner, R.F. (1995). Comparison of heart rate and physical activity recall with doubly labeled water in obese women. Med Sci Sports Exerc, 27:126-133.

Richardson, M.T., Ainsworth, B.E., Jacobs, D.R., et al. (2001). Validation of the Stanford 7-day recall to assess habitual physical activity. Ann Epidemiol, 11:145–53.

Shephard, R.J. & Bouchard, C. (1996). Associations between health behaviours and health related fitness. Br J Sports Med, June; 30(2): 94–101.

Shephard, R.J. (2003). Limits to the measurement of habitual physical activity by questionnaires. Br J Sports Med, 37:197-206.

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Twisk JW, Staal BJ, Brinkman MN, Kemper HC and W van Mechelen (1998). Tracking of lung function parameters and the longitudinal relationship with lifestyle Eur Respir J; 12: 627-634

Vanhees L, Lefevre J, Philippaerts R, Martens M, Huygens W, Troosters T, Beunen G.(2005) How to assess physical activity? How to assess physical fitness? European Journal of Cardiovascular Prevention & Rehabilitation. 12(2):102-114,

Zeleznik J (2003). Normative aging of the respiratory system. Clin Geriatr Med;19:1–18.

Dravnieks J (2000). Programma “Statistika” LSPA datorklasē. Rīga, LSPA:28 lpp

Raščevska Malgožata (2005). Psiholoģisko testu un aptauju konstruēšana un adaptēšana. Rīga, RAKA:281 lpp.

FINBALT monitoring Available online: http://www.sva.lv/lv/veselibasanalize/ptjumi/finbaltvesel/

Health Behaviour in School-aged Children (HBSC) monitoring Available online: http://www.sva.lv/lv/veselibasanalize/ptjumi/skolasvecuma/

International Physical Activity Questionnaires Available online: http://www.ipaq.ki.se/

WHO (World Health Organization) (2002). Active Aging: A Policy Framework. Available online: http://whqlibdoc.who.int/hq/2002/WHO_NMH_NPH_02.8.pdf

Aivars Kaupuzs Mg.paed., Latvian Academy of Sport Education, Doctoral Study Department, LatviaBrivibas gatve 333, Riga, LV – 1006, LatviaPhone: +371-67543420, fax: +371-67543480e-mail: [email protected]

Viesturs Larins Dr.med., Professor, Head of the Department of Sport Medicine, Physiotherapy, Remedial Gymnastics and Massage of Latvian Academy of Sport Education, LatviaBrivibas gatve 333, Riga, LV – 1006, LatviaPhone: +371-67543420, fax: +371-67543480

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http://www.ipaq.ki.se/

http://www.sva.lv/lv/veselibasanalize/ptjumi/finbaltvesel/

SOCIALIZATION AND RESOCIALIZATION ISSUESIN THE CONTEXT OF SOCIAL CHANGES

Ruzanna MardoyanGyumri State Pedagogical Institute, Armenia


Lusik GhukasyanGyumri State Pedagogical Institute, Armenia

E-mail: [email protected], [email protected]

Hovik MelkonyanGyumri State Pedagogical Institute, Armenia


Elvira ZargaryanGyumri State Pedagogical Institute, Armenia


Abstract

The social changes in the society have great importance and impact on the process of development of a person, as the human’s demands, the ways, means, and conditions of meeting those demands are stressed. New social institutions are formed with the help of which the society becomes more viable, the people’s standards of life increase, etc.The participation of all the members of the society in the social changes is very important not only for the balance of social opportunities and conditions, but also from the point of view of socialization, resocialization and participation of the person in the social activities.Armenian society has a special process of social transmission (earthquake, Karabakh conflict, political transmissions, economic blocked, emigration, unemployment, etc.), where the publicly excepted unequality is viewed in the values, norms, means of behaviour, the possibilities of their communications, the essence of socialization and the application of mechanisms. Taking into the account the fact that the social changes are constant and inevitable (the theory of conflict), the reality of the social changes in the society will be represented in the article with the help of the observation and separate research results (especially concerning the Armenian society) from the point of view of the achievements, in the contest of values the possibilities of adequate socialization, and the function of different social institutesKey words: social changes, socialization, resocialization.

Introduction

During historical development the human society has formed various organizational mechanisms of public and social relation, which resulted in creating reasonable conditions for human and society development, where the needs and opportunities of that society are reflected. The necessary social changes gain special

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practical meaning for the general development of each society, as in these changes the human needs and the existing opportunities, means and conditions for satisfaction of these needs are underlined or stressed. Indeed, the whole society’s needs and interests cannot be expressed or stressed in these changes, as different sections of the society has its typical relations, values and norms. However, the great part of society adopts the necessity and tendency of social changes and on the other hand this part implements and undergoes these changes. Social changes happen in all spheres of life, which bring out a wide range of the following difficulties: balance disorder, loss of skills and strengths. Many people face dilemma and difficulties in the society in the result of social changes, as sometimes different conditions contain many coerces and special functional situations and various problems arise concerning adjustments to these new conditions. Adjustment problem to the social changes is presented only from social-economical perspective, whereas the review of the human age and individual peculiarities, socialization, upbringing, social-cultural issues are not less important.

Each person is unique and has his/her own peculiarities, and these peculiarities determine different value orientation, forms and norms of behaviour. Conditioned with these peculiarities each person is distinctively involved in social relations; perceive social changes appropriate to his needs, interests and opportunities. Discussing the role of social changes from individual development perspective it can be concluded that person’s life condition and changes provide him with some sort of freedom, at the same time provoking addiction to social-economical conditions and relations. Feeling of freedom and liberty is accompanied with feeling of safety and importance loss. Based on these concepts the E. Fromm brings forth the idea of joining and connecting people to other strengths (Sargsyan, 1999). Here the importance of participation of each member of society in social changes should be underlined, which will favour not only to balance of social opportunities and conditions, but also to the person’s adequate socialization and resocializaton. Adopting and reproducing such models, norms and rules of behaviour, which are important in that society, person tries to go forward to the social changes for getting rid of powerlessness and loneliness feeling. Representative of the humanitarian psychology A. Maslow found that person is free in his choice but he is responsible for his actions and deeds, the scholar stressed the ability of closed relations establishment and feeling of belonging to the whole humanity (Райгородский Д. Я., 2000). He described self-realization as a complete use of talents, abilities and opportunities; in addition each person can reach self-realization appropriate to his abilities. Hence, the implementation of such social changes should be underlined through which favourable conditions are created for person’s self-realization; person is able to fulfil his mission in this life.

Here we can discuss the interrelations between the social changes and person’s socialization and upbringing process.

Methodology and Results of Research

Values and norms, forms of behaviour of each society depend on peculiarities of traditional development and social structure of society and all this reunite in macro factors (country, nation, society, government), mezzo factors (region, mass media, subculture, type of living), micro factors (family, neighbours, peers, religion organization, etc.). The role of persons, who are in interactive relations with person, who is in socialization process, is very important; these persons can be parent, sister, brother, husband, friend, co-worker etc, moreover in different age phases the group of these people is different. Group formation depends on interrelations that people have, in what way and how impaction is displayed among them. Social changes can be the very means

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and conditions, which hinder human’s social adjustment, depending on socialization’s character, form and peculiarities. On the other side social changes can be important and necessary conditions, which will assist to person’s relevant socialization and social adjustment in the society. Social adjustment is defined as harmonic interaction of person or group with society and collaboration of individual’s skills and principles (value system) in socialization process is signified from the perspective of functioning in concrete social environment. Insufficient adjustment and lack of adaptability exclude the subject not only from the general social system, but also from the distribution of social recourses. Relevant socialization, social changes, which favour to social adjustment, make conditions, that propose person different options for involvement in the society, and an individual is free in making his choice (Maslow, 1970; Райгородский, 2000). Social changes deal with the aim of upbringing, as the aim is determined by process and level of social development. English pedagogue John Balers was one of the first scholars, who spoke about the benefits of upbringing of the growing generation, mentioning that upbringing deals with government, society and individual’s interest. Hence, social changes are also directed to government, society, individual’s interests, and this process, to some extent, scratches social needs and upbringing aim more clarifying upbringing modern issues.

The process of social changes always deals with social-cultural problems, as national, cultural problems and issues concerning to the way of thinking, traditions, customs are involved in this process. In the result of social changes such social-cultural environment is supposed be created, where serious losses shouldn’t be reported.

So, all social institutions are supposed to defend national, important cultural values, traditions, living rules convenient for the society. During implementation of the social changes the problem between new adopted values, customs, life style and already existing social-cultural values should be harmonized. On the other hand it is possible to undertake successful social changes through new social-cultural values, forms of behaviour if they don’t disturb social-cultural sustainability. Moreover each period has its peculiarities which are determined by the expression of needs and opportunities of realization of social needs.

Hence, social changes always deal with human age, individual peculiarities, socialization, upbringing, social changes issues in sustainable, dynamic developing conditions.

The interrelations of social changes’ realization and human age, individual peculiarities, socialization, upbringing, social-cultural issues become more aggravated during political, social-economical renovations, extraordinary conditions.

In the last decade of the 20th century widespread changes took place in Armenia conditioned by the earthquake, independence, encirclement, war, economic crisis, poverty, migration, which had mighty reflection on the lifestyle of the population, dangerous misbalance appeared in society, irregular transposition were noticed almost in all spheres. Transitional period was really hard for Armenians. The traces of the earthquake, which ruined one second part of Armenia and took lives of 25000 people didn’t disappear, when a new problem was added i.e. encirclement, refugees immigration, energetic crisis, unemployment etc. In 1992 it was officially declared that poverty was 94% in Republic of Armenia (web-site Ministry of Labour and Social Affairs Republic of Armenia). This means that the population was in desperate situation, sufferings typical to transitional periods, which displayed nearly in all levels of society and government. The condition in Armenia was unusual, as many processes of transformation took place spontaneously, which decreased the ability of great part of society to get adjustment to social changes. Majority of population wasn’t satisfied with their own life, work, i.e.

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conditions where they lived. Especially this situation was obvious among old generation, who always mentioned the peculiarities of the Soviet Union, trust and satisfaction they hold for that system. Here we have an interesting fact: “the more the possibility to return to past system decreased, the more the bias to idealize past system increased.” (Kazhoyan, 2004).

Actually many unpredictable situations went after each other. Deep moral-psychological and value system crisis was in process; it was difficult for an individual to realize social role appropriate to his value preferences, to choose a field for his activity. In addition, people don’t have opportunity for realization of their social-gender roles and obviously their position in society gradually changed. In all kinds of interrelations the priority was given to the personal interests and even more this situation is spreading till nowadays. Society started to evaluate the significance of personal interest in this life and social activities lost their importance to some extent. In the field of social activities people gave priority to self-cantered interests simultaneously giving birth to serious moral-psychological problems. We consider that till nowadays in Armenian reality not the problem of old and new, national and universal value clash causes troubles but the problem of their storming and irregular adaptation and accomplishment becomes dangerous as people adopt these values taking into account their own interests even braking other’s rights and interest, sometimes they reject the same values in many circumstances. It can be concluded that ethno-cultural, moral-psychological values and norms relevant to Armenian notion and present situation mainly conditions the choice of values. Consequently it is difficult to notice values and principles in humans’ actions, through which he can have permanent, healthy ideas and senses, display healthy social behaviour. Naturally in such situations the initial problem for a man is how to survive, and a man shows indifference in creating permanent moral-psychological atmosphere, favourable social environment, which is of course dangerous in the sense of satisfaction of social and spiritual needs. From the perspective of transformation of social experience the conditions were also unfavourable as the whole process of transformation of social experience was in disorder /information, assumption, adoption etc./and contradictory tendency, orientation was noticed between the generations living in the same period; an issue raised how to keep solidarity, honesty and balance among them. The differences of behaviour norms among the generations increased, which found its expression in way of thinking and sensitivity too. A problem arose concerning learning healthy social behaviour, in matching human and behaviour of his environment, problem of changing human’s behaviour and its matching to the reality, as changes and experiments of behaviour, ideas and senses brought success to few of them. Social justice was weakly expressed in social environment and in social relations. It is just a battle for surviving where the logic of rules and action realization is strongly unfounded or it is very difficult to see them. From the perspective of realization of social roles there is no proper division of rights and duties, they can suffer changes anytime depending on situation, human’s interests, needs, and interrelations. Here it is also difficult to notice social levels of the activity and again we just deal with personal issues. Meanwhile the problem of establishment and development of social individual is solved only on social level where he has rights and duties. “An agreement among different groups and individuals of society concerning the implementation of rights and duties occur in socialization process” (Khachatryan, Voskanyan, Jugharyan, 2002):

Various sciences (sociology, pedagogy, psychology, anthropology) undertook researches, analyses and comments on socialization issue, and the problem of human, society development unite all these sciences. “Socialization is called the ways and measures, through which an individual gains knowledge, skills and orientation

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appropriate to his social roles.” (Khachatryan, Voskanyan, Jugharyan, 2002). Socialization process accompanies an individual in all his life and it gains special meaning in the context of social changes, as each issue concerning social changes directly deal with human socialization issue.

The development of a man is an integration of an individual into society, in the result of which he is formed as a subject for activity, assumption and communication; in essential this is socialization process. Socialization is adoption of some knowledge, norms and values, social skills of behaviour forms, accumulation social experience in activity process, which allow a person to act as a member of society. So, socialization is a direct impact of social environment on an individual, during this process the quality of being social subject is developed. As a starting point for this process human’s innate peculiarities, preconditions should be accepted, then the importance of impact of social environment and internal activity, which accompany the process of perception and redevelopment of these impacts. Human’s natural development is interwoven with social development, where human performs as an object for social impacts and an active, social reality adopting subject as well. On one hand socialization is a process of storming interactivity, which is lack of regularized structure, institutional system, and on the other hand it is socially controlled, planned, aimed impact on a person, which is implemented by the specialists in the frames of special institutions, which have educational function. From this point of view socialization is near to upbringing process, where upbringing displays leading and decisive factor for socialization. The result of socialization process is the human’s adjustability in the society, social conditions, macro and micro groups (Parsons, &.Merton) and person has self-realization opportunity, as he is able to cope with negative impacts, which hinder to self-development and self-establishment (Rogers). “Socialization is the widest process of human accomplishment. It supposes not just conscious adoption of ready forms, means of social life, but development of own value guidelines, life and style together with adults and peers. Upbringing is aimed and intentional system of impacts serving for child’s personality development; and the process of presenting samples of socially important values and norms as one of the main ways for socialization implementation.” (Manukyan, 2005).

Unfavourable factors have special importance from the perspective of influence on socialization. Here unfavourable conditions have peculiar importance i.e. poverty, unemployment, begging, vagrancy, irregular lifestyle, psychological and pedagogical issues, drawbacks, problems concerning age peculiarities etc. social changes have great impact on socialization process, as this are implemented in the society for a man and with the help of a man. Social changes can have positive impact on socialization process, when environment changes occur, needs are performed, which are combined with society and behaviours, positive senses, human’s real self-esteem. Actually in such situations human’s adaptation opportunity will increase and interrelations among person and environment the degree of adjustment will become stronger. Social changes change the opportunities of social environment, and people are changed under impression, if man reaches to self-realization and development through social changes, it means there is mutual adaptation and relevant socialization. In the case of positive impact of social changes on socialization process feeling of satisfaction is noticed, which is conditioned by the level of need satisfaction, lifestyle, interpersonal interrelations, and social role. Here person contributes and participates to social changes, increase of interests towards social activities, activity high level is noticed. In such situations person displays active participation in socialization process, he not only integrates into the society, life condition but he influences on society and himself as well (Cooley, & Mid). Here subject-subjective approach (Райгородский Д. Я., 2000) is expressed and successful

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resocialization process occurs in many situations. Social changes can have negative impact on socialization process, if these changes cause clashes in social environment, bring losses then here we have dissatisfaction of needs, they don’t appropriate to human’s real opportunities or tend to develop them. This process is companied with danger and undesired forms of behaviour, inability of social role realization, feeling of fear, helplessness and low self-esteem. Here social changes can hinder human’s usual adaptation or they don’t reflect to human’s needs at all. It should be mentioned that social issues always dent social environment and minimize the opportunities of “human-environment” mutual adaptation. Even there are no necessary means for human group development, successful socialization, however the environment can keep human’s survival. In case of negative impact of social changes on socialization process man can have less important role in society; his forms of behaviour don’t adjust to society and sometimes negative features are displayed in his behaviour. Man has low self-esteem, many systems are not available to him, and he has difficulties in orienting his opportunities borders, he cannot use and re-evaluate them completely. The mutual relation between human’s internal and external world is disturb, problems concerning interpersonal and social environment arose, which make resocialization process more difficult. Inappropriateness is noticed among socialization context and function of socialization mechanism. The types of socialization according to its context are determined by adopted feminine and male roles in society (sexual socialization), creating strong families (family socialization), proper vocational activity (vocational socialization), legislative citizen orientation (civil socialization) (Khachatryan, Antonyan, Voskanyan, Jugharyan, 2002), which are supposed to be in interrelations. Functions of different mechanisms such as social-psychological, traditional, institutional, formalized, interpersonal are conditioned with socialization context. For instance social-psychological duplicating; let’s say person can duplicate and realize desired behaviour for society and socially dangerous behaviour as well.

The types of socialization and adaptation also deal with each other /vocational socialization, vocational adaptation, family socialization, family adaptation/, as adaptation process is assimilation variety of social values through socialization mechanisms. But resocialization process is viewed as double socialization process expressed by human’s personal, aimed, value fundamental transfiguration and is considered to be an achievement (Franklin Henry Giddings). Resocialization process is noticed in the case of limited human’s socialization opportunities and conditions because of which he consciously or involuntarily assimilates to norms and values; undergo to social influences; develop socialization abilities in new transforming conditions.

Hence during transitional, critical and radical transformations the process of realization of socialization, resocialization, social changes have unique modernity/ concerned acceleration of human’s adaptation process in society/, as in this cases the number of hindrances in human adaptation process increase; functional opportunities decrease. The fact should be underlined that families, people, small groups also have problems and needs concerned with transitional life phases, age crisis.

So social issues, social changes, socialization and resocialization issues, functional difficulties make people feel the need of institutions with special vocational tendency. For justifying the importance of social pedagogue’s function and his/her provided service at school system researches were done among teachers and pupils of secondary and high school in 6 Armenian regions (Yerevan, Shirak, Lori, Kotayk, Gegharkunik and Tavush).

The total number of researched people was 1228; 468 teachers and 760 pupils. 42% of researched teachers find that there are various issues in society, which don’t have

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any influence on their function, 34% find that these issues influence on their function to some extent, they see some hindrances, difficulties in their vocational process and 24% evaluate the influence of this issues negatively, i.e. teachers notice serious influence in their functional activity (figure 1).

Figure 1. The issues influence on vocational activity (teachers’ example)

Figure 2. The importance of institutions participation in issues solving process

However, there are some issues in the solving process of which participation of some institutions is proposed. Here many teachers give priority to the institutions, which function at schools. 42% of teachers give priority to social-pedagogical services, 22% to parental council’s activity. Then the participation importance of social institutions, community, local and regional institutions is separated.

And 40% of researched pupils expect support from school working staff, this notion corresponds to the reality as if there are any problems at school, the main role in

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solving these problems belongs to schools, and then comes parental council 29%, this is quite natural as pupils first of all try to find protection in their parents. The pupils also speak about other social institutions, which evident that they already find necessary the role of such institutions, expect their assistance and trust them. All this bring the fact that the pupils are well informed and realize the role and importance of other institutions in their protection process. So 18% of researched people expect support of social-pedagogical services. The records justify the necessity of social-pedagogical services at school (figure 3).

Figure 3. Support in issues solving process at schools according to presented institutions

Figure 4. Importance of social pedagogue’s activity according to presented spheres.

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The pupils signify social pedagogue’s activity in educational, social, school and family collaboration, regulation of interpersonal relations, and in legal spheres (figure 4).

Investigation results justify that there are many issues in social institutions and in society, which create difficulties in realization of social roles and harmonized function of whole system.

Conclusions

Investigation results also justify the role and importance of social pedagogues and social workers concerned with issues solving, overcoming difficulties, and productive function of the whole system.

The authors can conclude Person cannot have relevant socialization alone, apart from social environment,

social changes and external world; that’s why all the processes should be viewed in one unity, where human’s adjustment and self-realization in society should be stressed and signified.

In adaptation process person displays as an object of social environment impact /he is getting socialized/ ; and he displays as a subject, who accepts and assimilates environment’s impact, values, behaviours, cultural changes /social changes/, where existing problems, difficulties, their salvations in realization process of socialization, resocialization and social changes are interrelated.

Viewing realization process of socialization, resocialization and social changes in one united system makes interactivities, mutual demands, opportunities and abilities of human and social environment more visible in this process.

Demand of new social institutions was formed in society, and these institutions can assist to relevant socialization and resocialization, increase adjusts ability, improve social activity quality of society members in social changes process with their vocational activity, opportunities and service.

Rapid adjustment problem is also important in rapidly changing and developing society, where interaction among persons and social institutions, socialization, resocialization, social changes, problems concerned with these processes should be viewed in the context of person’s versatile, active social activity and welfare.

References

Kazhoyan, H. (2004). Communication for Social Change: networking basics: Yerevan Author's edition. (The title is translated from Armenian).

Khachatryan, A., Voskanyan, A., & Jugharyan, S. (2002). Principles of social work. Guidelines for social workers. Yerevan: “Voskan Yerevantsi” publishing. (The title is translated from Armenian).

Khachatryan, A., Antonyan, M., Voskanyan, A., & Jugharyan, S. (2002). Social work directions. Guidelines for social workers. Yerevan: “Voskan Yerevantsi” printing. (The title is translated from Armenian).

Manukyan, S. (2005). General pedagogy. New Course, the second amended edition. Yerevan: “Zangak”. (The title is translated from Armenian).

Maslow, H. Abraham (1970). Motivation and Personality (2nd ed.). New York: Haper & Row.Ministry of Labor and Social Affairs Republic of Armenia – www.mss.am.

Sargsyan, A. (1999). Person psychology, social work and social policy. Yerevan: YSU publishing. (The title is translated from Armenian).

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http://www.mss.am/


Soghomonyan G. (2005). Transitional society’s sotsio-cultural transformations. Yerevan: YSU publishing. (The title is translated from Armenian).

Мудрик, А.В. (2003), Социальная педагогика, 4-е изд., доп. Москва, Издательский центр “Академия”.

Райгородский, Д.Я. (2000). Психология личности. Т.1. Хрестоматия. Издание второе, дополнение, Самара. Издательский дом “БАХРАХ-М”.

Rauzanna Mardoyan PhD, Associate professor, Head of Chair of PedagogyGyumri State Pedagogical Institute, Armenia4, P. Sevak, Gyumri, 3126, ArmeniaPhone: (+374312) 33001E-mail: [email protected]: www.gspi.am

Lusik Ghukasyan PhD student, Head of Social Work Educational CentreGyumri State Pedagogical Institute, Armenia4, P. Sevak, Gyumri, 3126, ArmeniaPhone: (+374312) 33001E-mail: [email protected], [email protected]

Hovik Melkonyan PhD, Associate Professor, Head of Office of International Relations and ReformsGyumri State Pedagogical Institute, Armenia4, P. Sevak, Gyumri, 3126, ArmeniaPhone: (+374312) 33001E-mail: [email protected], [email protected]

Elvira Zargaryan Lecturer of Social Work Educational Centre Gyumri State Pedagogical Institute, Armenia4, P. Sevak, Gyumri, 3126, ArmeniaPhone: (+374312) 33001E-mail: [email protected]

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http://www.gspi.am/


THE EDUCATION OF YOUNGSTERS AND ADULTS: WEACING THE PLANING AND ORGANIZATION OF MEADE

Valeria de OliveiraState University of Rondonia, Brazil


Rosangela Aparecida HilarioState University of Rondonia, BrazilE-mail: [email protected]

Catarina Costa Fermamdes State University of Rondonia, Brazil


The reading of the world precedes the reading of the school.(Paulo Freire)

Abstract

The following text intends to share preliminary reflections about the processes and methodologies developed for the alphabetization of youngsters and adults in Brazil. The work has as its main focus the analysis of how the implementation of public policies guides the teaching practices in the history of Brazilian education. The analysis comes from the Program “Brazil Alphabetized”, developed by the Ministry of Education (MEC) which intends to alphabetize until the year 2017 all of the analphabets in Brazil, reassuring full citizenship to the people who were separated from their basic rights. In 2010, in the State of Rondônia there are 542 classes of adult alphabetization with a similar number of volunteers to build the processes that this niche of education requires. The volunteers receive courses of continuing education in order to battle the challenge of creating new appropriate methodologies to develop the learning process in the student, made available by the professors at the Universidade Federal de Rondônia. The text suggests a reflection between the advancements of politics and the real needs that emerge, between other factors, from the rapid changes in front of the technological evolution of information and communication. Key words: education of youngsters and adults; conception of Paulo Freire.

The intentionality of the education of youngsters and adults: situating the reflection proposal

The analogy between the delicacy of embroiders and the generosity necessary in the act of teaching how to read is no coincidence or new: João Cabral de Melo has done it (certainly) with more domain and competence. However, searching for inspiration in Paulo Freire’s epistemology to properly direct the work proposal for this reflection, we believe to be able to outline in the materialization of the idea itself the necessary

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commitment to practice the job of alphabetizing teacher inspiring reading in adults, entirely aligned with the conception of Paulo Freire.

Since the work is intended to be developed in the collectiveness of shared experiences and experienced through our study circle is similar to the reunion of the embroiders that, combined, weave the work of art that is going to embellish and be ravished: we will weave a work project to inspire and widen the reading of the world teaching the reading of the school. We do not intend to extinguish the theme and the possibilities of this weaving. But we want to add our contribution to the “point” for the construction of the embroidery. Add our experience to fortify our letters embroiders identity. For such, we understand that it is important to present a script to our embroidery that without letting go of the methodological specificities, does not turn away from this loving conception, necessary to inspire the reading in adults.

We have been following and living along the past years a significant number of proposals and programs that announce the intention of assumption of citizenship through the understanding of the word in a text, the widening of the different meanings that they acquire in different contexts.

The understanding of the written word in an ever so technological space is not only necessary; it’s a vital. The rising of alphabetization and literacy levels is priority between the so called emerging countries, for their social relevance, or even for the demands that arose from communicational and informational technology demanding a new posture in front of reading activities.

Being alphabetized is a necessary condition to take on work positions, to establish new relationships with the digital world and for acquiring full citizenship, within all the range of its rights and duties.

In this perspective, the reflection proposal for this first moment moors itself in the socials and pragmatics objectives contained within (the lines of) proposals of EJA in validity nowadays, as well as, in what pace it translates into educational practices according to the needs and differentials of youngsters and adults separated from their basic rights to come, go and exist in the educated society.

The first point to be approached is exactly the one that touches the public policies for normalization of actions towards EJA, which references are used in the formulation of these proposals and being based in what methodologies? Because EJA cannot and should not be a proposition of adaptation of the methodological strategies used for the childhood alphabetization.

According to the proposition defended by Fonseca (2008, p.342) to “[…] Focus EJA as a pedagogical action that has a specific public, defined a lot more by a linear identity outlined by traces of social cultural exclusion, than by the age bracket of the students.”, we understand that every formative proposition in EJA should have as a starting point the needs and expectations in a determined social-historical context. Public policies appear generic, but behind them there are people who expect to be propelled to the condition of complete citizen through their insertion in the literate culture.

The adult student: advancements and contradictions in the psychological perspective of development

Being an adult does not depend ones chronological age. Being an adult is directly related to the autonomy and capacity to deal and solve the challenge life presents. Becoming an adult, therefore, is a process of development that starts at birth. The human being is gifted at birth with sense organs and reflex movements and over time, through their organic maturing, with their social interaction and acting with their surroundings

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achieves the full development of their conscience and capacity of thinking by coming up with hypothesis and elaborating strategies for the solution of problems. Palácios (1995) says that: “(…) human people have a good level of cognitive competence until an old age (above 75 years old). Evolutionary psychologists are, on the other hand, more and more convinced that what determines the level of cognitive competence on older people is not so much the age itself, but a series of factors of different natures. Among these factors we can highlight, as being very important, the level of health, the educational and cultural level, the professional experience and the persons vital movements (their motivation, their psychological well being…). And that is the group of factors, and not the chronological age per se, that determines good part of the probabilities of success that people have, by facing the varied demands of cognitive nature.” (p.312).

Therefore the cognitive capacity of the adult is influenced by factors that go beyond the age issue, the place taken by the adult student, more specifically of EJA in the condition of excluded by the teaching system in regular schools, allied with the specificities related to the social, economical and cultural questions.

Through his capacity of thought, the man is capable of knowing the world and himself and also realize the fact that he knows (being able to reflect), and so being conscious. From this perspective, the proposal for adult education should have the student as the subject of the teaching/learning process, being considered a capable agent, autonomous, responsible, and gifted with intelligence, conscience, life experience and internal motivation.

We could claim the adult learner as having the following characteristics: 1. The need to know. Adult students are aware of their necessity to know and the

reason to learn. The power put the knowledge in practice in the everyday life is a very important factor in their commitment to the learning process.

2. Self concept of apprentice. The adult, besides being aware of his need of knowledge, is capable of fulfilling this need independently. He has full capacity of self-development.

3. The experience part. The experience the adult has, his previous repertory is the basis of the teaching/learning process.

4. Readiness to learn. The adult is prepared to learn what he decides to learn.5. Orientation for learning.6. Motivation. The student’s motivation is characterized by an intrinsic motivation that

responds to his own willingness to progress and not by external stimulation.The student’s specificities require a teaching method that takes under

consideration this student as a whole being, who through his conscience “identifies and affirms himself as a person, as a distinct individual and different from others, as the carrier of rights and duties, and as creator of himself.” (Bach, 1985, p.77).

A look to the paths already travelled the in the youngsters and adults education

If we go back and look at the historical trajectory in the education of youngsters and adults, we can see the character of reposition and the attempts at filling voids, leaving this style of teaching at the side of the educational process. It is necessary to question who are the subjects that look for the Youngsters and Adults Education (EJA) and the motives for which they were excluded from the regular education; it is necessary a retrospective in the history of Brazilian education in its beginning, its proposals and its conceptions of education of adults, that ended up hiding the reality of the analphabetism in Brazilian adults.

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In Brazil the Youngsters and Adults Education started being included in the hall of educational claims as of the 1930’s , with the transformation of the economical structure, urban – agricultural – commercial into an emergent industrial model, requiring an intense preparation of the work forces, a new qualification of labour and even a radical change in the populations life style. The change in the work world of the time demanded new qualification, specially the need to be able to decipher the written code of types of messages, machinery manuals, orders and other texts useful to the industry.

In that sense, the process of industrialization started a number of changes in the Brazilian scenery, specially the man’s exodus from the farms and small towns to the city, generating new urban concentrations and new necessities, which led the Federal Government to determine responsibilities to the States and Townships in what refers to the systematization of the Elementary Education.

In 1947, because of the necessity to increase electoral bases to sustain the central government, the Campaign for the Education of Adults started, which intended to start an extensive action that promised alphabetization in three months and condensed Elementary School in 7 months. In a short period of time, dozens of Supplementary Schools were created. At that time, illiteracy was thought of being the cause, not the effect of the economical, social and cultural situation of the country.

The theoretical voices started to denounce the necessity of investments in this type of education. The advance of modernization gave the school an aspect of urgent necessity, taking under consideration the astonishing number of analphabets, not only adults, but children within school age. In front of those voices, the State and private sectors started to offer night courses, as an option for the working students. Organized movements that fight for the social problems, including for education, start to arise. In that context, the ideas of Paulo Freire start to gain force, considering the alphabetization of adults a way to gain awareness and read the world.

In the period between 1961 and 1964, the programs for Popular Education and Alphabetization start to propagate, guided by the ideas of Paulo Freire, which were later interrupted by the taking over of the Military. The government started to control such initiatives with the release of MOBRAL (Brazilian Alphabetization Movement), which meant to merely assist and had a conservative character, was valid until the 1980’s. The Law 5692/71, in its turn, presented a conception for EJA with a technical character, relying on the successes of the economical miracle that flourished at the cost of human rights, of exclusion.

It was necessary to make, out of the non-schooled youngster and adult, qualified workers, through the use of reading, writing e calculus, recreating the new concept of alphabetized. It was necessary to make them productive, capable of appreciating their potential through education, become a necessary capital and engage in the capitalist system. For those who managed to overcome the barrier of being workers and also students in their time that was not consumed by the generation of capital, the models waved with social uprising and blamed the ones who did not make the same accomplishments for their own failure. (Paiva, 1997, p.95)

In that way, the history and the social knowledge of the worker was denied and the scholar knowledge that was transferred straight from the regular school to the supplementary course with the function of qualification, learning and supplying was appreciated.

In 1985, the MOBRAL is replaced by the Fundação Educar, not as the executor of actions, but as technical and financial support for government and civil entities and companies related to those.

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With the extinction of Fundação Educar, in 1990, there was suddenly a void in policies, resources, textbooks and research about EJA, and so disengaging the states and townships programs. However, the beginning of the 1990’s, in Brazil, was marked by the new Federal Constitution of 1988, which widened the right of access to Elementary School to all citizens, regardless of age, putting EJA in the same degree of importance as the other school levels.

Because of the new Federal Constitution we have today, in the Law of Guidelines and Basis of National Education (Law :9.394/96), the right to elementary school for all, the LDB retakes EJA, but it demands from the later the formation of a person with autonomous thought and critical capacity.

Today there is a new Law of Guidelines and Basis of National Education in Brazil. Not the one of educators dreams, but the one that resulted of a concrete dispute of organized social forces. Even though it does not bring the conception of youngsters and adults education that was desired, because of the strict educational character that it proposes, its possible to widen the reading of the legal text and find in it passages where we walk more permanent paths to the education of a segment separated from the virtual world of reading and writing with autonomy in the contemporary world. (Paiva, 1997, p. 90). And so, it is necessary to rethink a new conception of teaching-learning for EJA, one that is able to attend to the needs and appropriations of knowledge, guaranteeing the interaction of this person in the literate society.

The Brazil alphabetized program

At this point of the reflection, we stop to talk about the Brazil Alphabetized Program, which intended to respond to the needs to gather knowledge in a society where citizens were separated from their citizenship for not being able to read and write. The Brazil Alphabetized Program was created in 2003 with the goal of eradicating analphabetism in the country until the year 2017 and progressively attends youngsters and adult as of the age of fifteen, in a decentralized manner and using volunteers.

The program extends itself throughout Brazilian territory and prioritizes townships with analphabetism rates equal or superior to 35% of the population.

Currently there are 91.650 classes registered all over the country. Classes are divided between rural and urban, having ten or twenty students at most per class, respectively. The maximum allowed is twenty five students per class and each class can support three special needs students. The volunteers that act in the Program are, among others, teachers of the public school systems, popular educators with at least a high school diploma, groups’ coordinators and translators and interpreters of the Brazilian sign language.

The teachers of the public school system can benefit, through bursaries offered to the volunteers involved with the program. There are four types of monthly bursaries according to the work developed: for alphabetizing teacher, for alphabetizing teacher to special needs students, for translator-interpreter of Libras and for supervisor.

The Ministry of Education sends financial resources to the Federation States according to the number of classes, alphabetizing teachers, coordinators and students. From the total offered, part of the resources is destined to buying school supplies, pay for the coordinators and alphabetizing teachers education, finance transportation for the students and etc.

In the State of Rondônia, situated in the middle of the Brazilian Amazon, there are 542 classes where 7.637 students study.

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Education of youngsters and adults nowadays

Nowadays the youngster and the adult return to the school benches, motivated by many reasons: the dream of getting better wages, the unemployment threat, the necessity to contribute more efficiently on the formation of their children, personal realization, among others, are heavy factors in this process.

The own existential anguish of the non conformant being, always searching for new answers to their problems, adds to the return to school. The man is a being thirsty for new experiences.

[…] acknowledgement of students, of their way of life, of theirs cultures, of their conditions as workers, salaried or part of the informal market or even, unemployed. Goes through the acknowledgement of social discriminations, racial, of gender and so many others that have been flourishing, reinforced by the teaching rituals and practices and for the desire to change this order of excluding relations that has added significantly to the maintenance of subordination, of oppression, of analphabetism and the reduced schooling, indispensable ingredients to the alienation of the political processes and social participation (Paiva, 1997, p.110).

Herewith, improving the quality of life of men assuring the access to the world of scientific knowledge is a basic condition to the acquirement of citizenship, through a general education of good quality, means to fulfil the constitutional rights of every citizen.

This will only be possible if we all develop: a civil society, state and all of those who believe in education as a process for change; a better educational quality of reorientation of the educational process, in such way that a teacher in EJA and a student in EJA interact their different flavours about the world and, at the same time, through the dialectical process, promote a teaching-learning in front of the grasp of the general culture and of the science accessible to the school.

It is still important to highlight that the youngster and the adult who is not educated in general are people who are underrated socially, who feed a feeling of inferiority and insecurity, therefore, rising a need for the educators, in a joint action, to offer an environment where the credibility and self-confidence can be reassured so that the education can be processed. For Foucambert (1994), analphabetism is the unawareness of the writing usage techniques; while illiteracy is understood as the lack of acquaintance with the writing world, exclusion in relation to the whole or part of this kind of communication. In this way, each and every one of us can be considerate illiterate in various areas.

In front of this picture it is possible to say that, historically the marks of a person said to be analphabet, is not a deficit on their part, but a difference that is put on themselves for not being literate because of the social-economical context in which they are inserted, which values the written language.

Having this outlook it is possible to say that in a literate society, though most part of the activities are organized in written form, there are, however, groups of people who take part in them in a tangent way, even marginal, being that they can not read or write.

We notice, by that, that the illiteracy is no synonymous of not alphabetized, and that the not alphabetized individuals use mediating instruments to solve their problem, such as logical thinking, self capacity for the resolution of problems.

In such manner, to discuss the knowledge of experience and understand it from the scientific knowledge, adding information, widening, questioning and systematizing new knowledge, are goals that should always be present in education. An education that

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escapes the pure preparation for the work market, once that many professions tend to disappear, being replaced for other as soon as they become obsolete.

Youngsters and adults: telling their story

[...]I need to read to take my medicine correctly; [...] I want to learn how to read and write to communicate with my children who live far

away;[...]I want to read to be able to take a bus without needing help;

[..] I need to study to find a job.

Analyzing those sentences we find several interests that motivate youngsters and adults to search in alphabetization a way to improve their lives and search for the domain of the written language. We can notice a strong personal content in these sentences, which show us the reading of life of the youngster/adult.

As emphasized previously working with the youngster/adult requires observing the specificities of the age. In what refers to the systematization of alphabetization the teacher, as a mediator can make available practices that allow the dialogue with the projects of reading/writing of the students who search for alphabetization: read/write to look for information, to act, understand, learn, choose…, study texts of various areas to build knowledge, to search for organization, recording, memory, identification, read/write for pleasure, or for the simple enjoyment of the text.

These projects can be registered by the teacher, as a listener, and read for and by the students with a text that they wrote themselves.

This means the teacher is meant to work texts with a social function and close to the students’ interest: short stories, chronicles, stories, jokes, legends, news papers, editorials, lyrics, poetry, etc., emphasizing the historical context in which they were produced, since this offers more significance to the text.

And so, it is possible to think about the methodological work with the language (speech, reading and writing), based on the speech practices, reading, production of texts and linguistic analysis, coming from its functions where, how and why we utilize the language and more specifically the written language in our lives.

It is going to be these and about these texts that teachers and students should discuss, listen, disagree, point out elements of agreement, of significance and of meaning, the type of text, its structure; the words that compose it and the meaning that they give the text, making inferences, perceive elements of multiple texts (establishing relations with other texts that they know), reflecting together about the structural and linguistic elements that form the text, allowing the use of many voices.

It is also needed to be attentive to the other necessary conditions to the production of texts: “[…] when one writes, it is necessary to have what to say, to have a reason to say what it is that it’s needed to say, to have someone to say what it is needed to say (which means also being responsible for their speech) and to choose the strategies to perform this saying.” (Geraldi, 1993, p.160). In this way, the activity of producing texts is understood as a relation of interaction of speech in which a person says something to someone with an explicit purpose.

For this reason, production of the texts must come from previous discussions, from real situations of the writing function, of retelling, of rewriting, of paraphrasing… and so allowing the speech encounter, of words of the one who writes with the words of other (whether it is the writer of other texts or the reader who writes).

The writing propositions must be clear and challenging, interesting, assume the

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existence of drafts, and also serving their function: being read.It is mainly in the work of restructuring the text that we have a special moment

for this analysis.After reading the texts produced by the students (individuals, in pairs or in

groups) the teacher must notice, according to the needs of the students, the goal for restructuring: theme unity, logical sequence, coherence, clarity, amplification of ideas, paragraphs. In short, the elements that form and give the text meaning, working with a few aspects at a time.

The most important part of this work is that the analysis of the texts written by the students allows us to verify the developments of their writing activities: what they already dominate on their own, their progress in relation with previous works and in what the need to be guided by the teacher and other students while mediating subjects.

Therefore, it is by living the study and experiencing the use of the language that the student builds himself as a subject of his self-learning process, which will allow us to notice the advances and setbacks that together, teachers and students, face in this process. So, teachers and students dive in to the reality where they live together, rebuilding knowledge and creating new flavours allowing interests, styles, learning paces and different ways to work.

The different rhythms, behaviours, experiences, personal relations, family, values and learning pathways of each subject demand from the educator the search for new teaching interventions that have as an essential factor the respect for heterogeneity.

Evaluations of formative process in EJA

The evaluation in the interior of the process of schooling of youngsters and adults had been one of the most discussed educational themes in the current Brazilian context, whether it is for expressing incompatible results with the expectations of students whether it is for being related to school evasion and repeating years in school, or even for reflecting teaching models that go against the acquisition of basic knowledge to the students who are excluded from the benefits of the socially produced wealth. On the other hand, the speeches, the studies and researches about school evaluation have been increasing in educational literature.

As of the 1990’s the evaluation generation emerges, which has as a main characteristic the negotiation. The focus is on finding an agreement between people of different values, while respecting the identified disagreements. Interactive and negotiated process, seeks to “develop through concerns, propositions or controversies in relation to the object of the evaluation, whether it is a program, project, course or other attention focus” (Firme, 1994, p. 8). In this orientation, the evaluation is thought to be a process of investigation, having as a starting and finishing point the teaching process, so that after the causes of the difficulties are established, procedures and possibilities can be outlined to battle these situations. The evaluation now has the purpose of: “Providing information about the teaching process that allows the school agents to decide about the interventions and redirections that are made necessary in front of the educational process defined collectively and committed to the assurance of the students learning. And so it turns into a referential instrument of support to the definitions of pedagogic, managerial and structural nature, which is build through shared and cooperative relations” (Sousa,1993, p.46).

We understand that this form of evaluation in the EJA classes breaks the crystallized ideas of evaluating, as judgments of final and irrevocable results, to assume its diagnostic function, that is, an instrument of recognition of the paths walked and the

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identification of paths to be followed. “The diagnostic evaluation will for sure be a fundamental instrument to help each student in their process of competence and growth towards autonomy.” (Luckesi, 1994, p.44).

The fact of being diagnostic does not mean less strictness in the practice of evaluating, requiring from the teacher a more technical strictness as a way of assuring an instrument of decision making.

For that, teachers and students in EJA build their evaluation story as co-participants in a evaluation process within the classroom space. But not as a “grading” evaluation; but as important instruments that allows both gathering data and evaluating their learning processes, and for the teacher in EJA is in the evaluation process that he gets the feedback from his teaching practice, from the advances and motivation of his students.

In the same manner, there is a rupture with the installed evaluation ideas centred in the subject who learns, to understand it as process that occurs at all times, and embraces all segments involved in the education of youngsters and adults with analysis of advancements and obstacles, retake and reorganize the educational action.

Sharing reflection as final considerations

When initiating the present text, we already announced our intention to not extinguish in this space all of the paths walked in the trajectory and development of the perspective of EJA in the last twenty years in Brazil and, above all, in the State of Rondonia. We compared our work to the embroiders that on the collective weaving, builds new pieces to be appreciated and admired by the look. In the condition of embroiders of letters, we share a few perceptions on the teaching of youngsters and adults, its politics and conceptions, as well as changes that have been occurring during time and he impacts they had on the accomplishment of teaching practices. It is a fact that the LDBEN (9394/96) brought new understanding by directing the policies to the Youngsters and Adults Education, which are a lot more fixated on the development of action (of proposing education in wide sense in projects of EJA) than in the final product (certificates and system evaluations), which make possible the school joining for large number of youngsters and adults at the margin of their citizenship.

However, we understand that only enabling the access to the school spaces is not enough to rescue the sense of citizenship in the youngster and adult separated from social practices because of their “lack of reading in school”. It is necessary to make available the access to knowledge that allows the use of reading of the school to widen the interpretation of contexts. Allowing José, Maria, Antonio, Paulo, Aparecida, Marineuza, Elisângela to have autonomy to decide how to use the competence of reading the world through letter learned in school.

All of this, without forgetting that by returning to the school benches the students already has a history, an understanding of the world, their perspective and expectation of what the literate culture represents. Without also forgetting the fact that most of the time this subject that comes to school to regain his right to “read the world with the letters of the school” has been excluded from the sacred right of existing in an active manner in the world of bytes, web and whatnot.

The gathering and the firm and generous guidance of their walk towards the emancipation from the domain the letters impose on them is a social debt that need to be fully paid, if we effectively understand EJA as a possibility of regaining citizenship and liberation of the subject.

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References

Bach, M. (1985). Consciência e Identidade. Petrópolis: Ed.Vozes, p.77.

Firme, T. P.(1994). Avaliação: tendências e tendenciosidades. Ensaio: avaliação e políticas públicas em educação. Rio de Janeiro. v. 1, n.2, p.5-12, jan./mar.

Fonseca, M. da C., Ferreira, R. (2008). Educação de jovens e adultos: intenções, processos e avaliação. In:BONIN, Iara.et.al (org.) Trajetórias e processos de ensinar e aprender: políticas e tecnologias. ediPUCRGS, Porto Alegre, livro 04.

Foucambert, J. (1994). A Leitura em Questão. Porto Alegre: Artes Médicas.

Freire, P. (1994). A importância do ato de ler, em três artigos que se completam. 14ª. Ed. São Paulo: Cortez.

Pedagogia da Autonomia. Saberes necessários à prática educativa. São Paulo: Paz e Terra. 1997.

Gadotti , M. (org.)... (et al.). (1996). Educação de Jovens e Adultos. A Experiência do MOVA. São Paulo: Instituto Paulo Freire.

Geraldi, J. W. (1993). Portos de Passagem. São Paulo: Martins Fontes.

Foucambert, J. (1994). A Leitura em Questão. Porto Alegre: Artes Médicas.

Luckesi, C.C. (1995). Avaliação da aprendizagem escolar. São Paulo: Cortez.

Paiva, J. (1997). Trabalho: A Mão na Massa. In: Programa um salto para o futuro. Série Educação de Jovens e Adultos. Rio de Janeiro: Fundação Roquette Pinto. 16 maio 1997.

Desafios à LDB: Educação de Jovens e Adultos para um Novo Século? In. ALVES, Nilda e Villardi, Raquel (Orgs.) Múltiplas Leituras da nova L.D.B. Rio de Janeiro: Qualitymark/Dunya Ed. 1997.

Palcaios, J. (1995). O que é a adolescência. In: COLL, C.; PALACIOS, J.; MARCHESI, Desenvolvimento psicológico e educação: psicologia evolutiva. Porto Alegre: Artes Médicas.

Sousa, S. Z. L. (1993). Revisando a teoria da avaliação da aprendizagem. In: Souza, Clarilza Prado de (org.) Avaliação do rendimento escolar. 2 ed. Campinas: Papirus, 1993.

Valeria de Oliveira State University of Rondonia, BrazilE-mail: [email protected]

Rosangela Aparecida Hilario State University of Rondonia, BrazilE-mail: [email protected]

Catarina Costa Fermamdes State University of Rondonia, BrazilE-mail: [email protected]

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SATISFACTION OF PUPILS’ OF SOCIAL RISK GROUP NEEDS IN ACTIVITY OF LATVIAN BOARDING SCHOOL

Inese PatapovaPersonality Socialization research institute of Rezeknes Augstskola, Latvia


Liga DanilaneRezeknes Augstskola, LatviaE-mail: [email protected]

Velta LubkinaPersonality Socialization research institute of Rezeknes Augstskola, Latvia


Abstract

Needs are on the basis of pupil’s personality’s development – main source of person’s activities. Needs are person’s conscious and undergoing necessity for something that is necessary for his healthy life (food, safety) and personality development (mutual relations, culture and self-realization).The research was carried out within two levels:

theoretical: Within the paper there have been analyzed cognitions that are related to theory of needs of numerous authors ( A. Maslow, C. Alderfer,, D. McClellands, I. Salīte etc.), as a result, needs of pupils of social risk group were being accentuated, the specificity and their implementation possibilities in conditions of boarding school.

empirical: Performed quantitative research for determination of social risk group pupils’ needs on the basis of the survey, which is based on basic elements of Maslow’s hierarchy of needs, and analysis of obtained data accordingly to prescribed criteria and indexes. Findings reflect specific needs of social risk group pupils, which prescribe work specificity and directions of activity of boarding school. Key words: Needs, social risk group pupils, boarding school.

Introduction

By deterioration of Latvian economic situation, also the socio-economic situation of children’s families has sharply worsen, consequently there is increasing the number of social risk group families, in which parents are taken up with their own problems (unemployment, conflicts, alcohol, depression, etc.), forgetting about their children’s needs. Consequently, especially children of social risk group, who are at critical situation, are left unattended.

Children’s behaviour, activity, action, attitude are guided by needs – main source of human activity. Needs are person’s deliberate and experienced necessity for everything that maintains his/her life and promotes development of his/her personality. (Danilāne L.,Ļubkina V.,2009.) Taking A. Maslow’s hierarchy of needs as a basis, every person has five needs which have to be fulfilled, starting from the lowest level. If the first ones are not realized, it is complicated to talk about life in harmony ( Ceplis D., Liepiņa L., Prišpetjeva J., e.o., 2001.), consequently, the criminality increases (theft, damaging, hooliganisms, etc.)

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Social risk group pupils need help for getting out of the risk zone, by offering to live more qualitative life, satisfying needs that are necessary for personality’s entity. One of solutions could be the boarding school - comprehensive school, where children live and study. (Pedagoģijas terminu skaidrojošā vārdnīca, 2000)

Objective of the article is to clear up the predominant needs of boarding school’s pupils and to analyze necessity for satisfaction of personality’s needs, evaluating boarding school’s offered possibilities for their satisfaction.

Theoretical review

Needs are on the basis of personality’s development – the main source of person’s activities. In order to live and act in surrounding environment, person needs food, cultural objects, and other people. Needs are person’s deliberate and experienced necessity for everything that maintains his/her life and promotes development of his/her personality.

S.L. Rubinshteins draws attention to the fact that in person’s activity, by satisfying own needs for society, there becomes apparent scale of public values. Satisfying personal and individual needs by means of socially-useful activity, there are realized individual`s and society’s, personally- and socially-useful relations. (Roger C.R., 1995.). Scientists (see Table below) consider that it is complicated to plan the “real” values of needs, because needs and their satisfaction are related to many hidden and often mutually conflicting factors (see Table 1).

Table 1. Cognitions of different authors regarding theory of needs (Danilāne L., 2004.)

No. Philosopher, scientist,

researcher, psychologist, pedagogue

Cognitions regarding theories of needs

1. A.Maslow Hierarchy of needs with five levels of needsA.Maslow considered that person’s main needs are biologically determined, i.e., everyone is born with these needs, and in further life they activate.

2. American researcher Clayton Alderfer

There are three needs:-existence needs (physiological and safety);-relatedness needs (safety in relation with other people, belonging and love);-needs for growth (self esteem and self actualization).This theory is a version of simplified theory of A.Maslow. However, K.Alderfer had an opinion that the transition from one level of needs to another could occur not only from below to the top, but also vice versa.

3. David McClellands There are three needs:-need for accomplishments;-need for relations;-need for power, making significant decisions, need to get acquainted with people and to motivate accomplishment of these decisions;Significant is belonging to group, appreciation from other people that is characteristic to everyone starting from early childhood. People differ by the need, which is more marked in particular period.

4. Niezabitovski (Ņiežabitovskis)

Divides needs into seven groups:-necessity for safety;-need for comfort;-need for social approval;-need for social contacts; -need to act;-need for peace and calmness; -need for beauty (Karpijoki.K., 2001.)

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5. Prof. I. Salīte Divides needs into two kinds:-needs, which person has to learn to realize, while living as a race among races; -needs, which person has to learn to realize as a race.Prof. I.Saulite draws attention to the fact, that both kinds of needs are significant and their coordination is the objective of today’s education, if it pointed towards sustainable development. Wherewith, if considering the objective of education within the context of anthropocentrism, it can be understood as a wish to develop some particular result within the person – quality of way of activity (knowledge, ability to analyze and control the processes and situations that are essential for satisfying needs of person as race, for survival). It is orientation towards increasing of competitiveness, way of increasing new technologies’ and scientific discoveries’ implementation, simultaneously by the control of environment’s state and conviction that a person is able to control all processes ongoing (Salīte I., 2002.).

6. A. Ivasscenko (A.Ivaščenko)

Has developed model of needs’ motivation, which is compose of satisfaction of needs by searching for opportunities and choosing activity. When it is reached – the follow evaluation of ongoing process and determination of level of satisfaction, which is followed by search for new needs (Ivaščenko A., 1998.).

Specificity of Boarding School for Satisfaction of Pupil’s Needs

Due to economic crisis, there is increased the number of social risk group families in Latvia, especially in Latgale Region, where the level of unemployment is 28% and due to various circumstances (depression, alcohol poverty, etc.) many parents are not able even to ensure their children’s physiological needs, which are most important and urgent, because they concern survival and have to be satisfied. (Xьелл Л., Зиглер Д.,2005). Boarding school is as a solution for these pupils, where children receive gratuitous feeding, clothes, they are provided by warmth and safety. When starting to attend boarding school, apart from child’s age, often the socialization process of these children starts with satisfaction of physiological needs. But there is necessity for longer period of time in order to make these children feel safe and confident that these needs will be satisfied at the school on an ongoing basis. Children’s lack of self-confidence is proved by their questions “When will be the next mealtime, how many meals and what kind will be there?"; “Is the school being heated and is there warm every day?” etc.

Author’s daily observations of their pedagogical work are indicative of the fact that often children’s basic needs (physiological needs) in their families (that usually are social risk families) till their school age had not been fully satisfied or were unsatisfied at all. It has influenced children’s health: chronic tiredness, individualities of growth development, health problems, as well as their behaviour and attitude.

Loss and lack of safety causes feeling of anxiety and estrangement. A solution for the contradiction is possible due to personality’s spontaneous activity and love. (Fromms, 2003). Boarding school’s pupils often have basal anxiety, which is feeling of lack of intense and comprehensive safety, which, as indicates founder of socio-cultural theory K. Horneja, become apparent as feeling of loneliness and helplessness towards potentially dangerous world for the child (Xopни K., 1997). Child’s impetuousness and unsafely is caused by the fact that he is experiencing events, which he cannot understand and predict. (Фейджер, Фейдмен, 2002) It is caused by body of emotions such as anger, shame, inferiority complex or stab of guilt. (Изард, 2002), consequently, children often have different neurosis and depression. Physic trauma is caused also by child’s drop out from the family by sending him to the boarding school, which interdict the child to meet

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his family members more often. Child does not understand the reason for his sending to boarding school. Consequently, there is noticed inimical attitude, resistance, wounded feelings. Therefore there is necessity for additional work of schools’ support team (form teacher, social pedagogue and psychologist) with these children that help them to adapt and successfully socialize. Daily routine shows also the opposite version of children’s behaviour and attitude, that such changes influence their safety partially or does not influence at all. It is explainable by the fact that these children had been tramping until getting to boarding school – without food, accommodation, care. Consequently, they understand their getting to boarding school as a solution.

When their physiological and safety needs are satisfied at the boarding school, needs for affiliation and love become more significant. Acquired working experience at boarding school shows that majority of children lack for attention, affiliation and love in their families. In social risk families, from which mainly come students of boarding schools, parents do not care for their children (for instance, they are left unattended), therefore child’s emotional needs have not been satisfied and often there joins together the lack of emotional, sensor and social information. (Ceplis D., Liepiņa L., Prišpetjeva J., Rupā T., Sūniņa V., Vilks A., 2001.) Consequently children (mainly from junior grades) try to become close to teachers, especially to the form teacher, as well as they want to be understood and to feel friendly attitude from their school-mates, because they mainly feel lonely and castaway, unwanted. In order other to notice them, behaviour of these children usually contain aggressive action, adventurism and hateful, disrespectful attitude, which they had felt in their childhood, they try to compensate by injuries to smaller children. However, pupils from boarding school need to feel esteem and attention from other people. It should be admitted that social risk group pupils often have very low self-appraisal, which sometimes bothers their communication with equals in age and adults. Frequently they feel shame about their family and origin; they keep quiet regarding the truth and lie. Valuable relations are based upon the principle of faithfulness, which is the main factor for ability to make and maintain relations, and for ability to care and to be responsible, to belong and to be able for unconditional love (Stivens R. Kovejs, A. Rodžers Merils, Rebeka R. Merila, 2007). In case of problems, it is difficult for them to find motivation for creating their life more qualitative. (Ceplis D., Liepiņa L., Prišpetjeva J., Rupā T., Sūniņa V., Vilks A., 2001.)

It should be admitted, that the boarding school for social risk group pupils is a solution in many cases, because at school they fell equal, having problems of similar character. Consequently, during their everyday life these children do not feel shame regarding their origin; they can talk about it with their equals of age, not feeling humiliated and castaway. Boarding school is also attended by children with learning and behavioural disorders that are both, hereditary and resulted due to various circumstances.

Pupils of the boarding school had lack for qualitative ethical and aesthetical model for acquisition and imitation of social, self-attendance and other skills in their families. Observation during daily work shows that social risk group pupils do not have notable tendency to satisfy aesthetical needs. Probably, habits in families play an important role, because these families do not strive for orderliness within themselves or surrounding environment. Unfortunately, a part of pupils find the term orderliness rather unfamiliar, because before they started to attend school, they used to live within unsanitary circumstances. Wherewith, skills of self-attendance have not been acquired. It is mostly noticed among pupils of primary school age, because they do not know how to hide habits and bad habits of their families which in time become personal qualities. Negligence, untidiness, irresponsibility, etc.

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According to A. Maslow’s structure of needs, needs of highest level are needs of self-realization, and propensity for these needs characterizes person with great willpower to guess his/her talents, abilities and potentials. He considers that to self-realize means to become such a person, who can be developed only by reaching own potential. Exactly in this level of needs people are very distinctive. The basis of self-realization is satisfaction of needs of lower levels and creation of appropriate environment. (Xьелл Л., Зиглер Д.,2005) In families of social risk group pupils this opportunity often is abnegated due to different circumstances (parents’ unresponsiveness, financial problems, location of place of residence far from the centre of civil parish or Region, lack of information regarding opportunities, e.o.). According to A. Špona, if the need for self-realization is satisfied, pupils realize their potentialities and skills for reaching of goal, and their action is targeted and skilled. They follow their success, there is ability to learn, perform everyday works and to be able to evaluate them appropriately. Otherwise, if pupils do not have necessity for self-realization, their behaviour becomes dependent on adults, they evaluate their success inadequately, considering that they have not succeed, they lack insistence and work skills, and they leave their work uncompleted. Dissatisfaction of these needs can lead pupils to inferiority complex, depression and worries regarding future (Špona, 2004.), that is also characteristic to pupils of boarding school. A.Bandura expresses opinion that immoderate or long-lasting self-censure can cause chronic depression, apathy, sense of irrelevance or loosing of objective. Person’s wide spectrum of behaviour is regulated by reaction of self-appraisal, which becomes apparent by complacence, pride regarding own accomplishments or self-dissatisfaction and self-criticism (Бандура, 2000.)

It creates necessity to arrange such environment at school, where pupils would find motivation to strive for satisfaction of needs of higher level. Admittedly, it could not be doable only within one school; it is a time-consuming process, where there are involved pupils’ families, society, state institutions.

Methodology of Research

Group of chosen respondents for the research are pupils of junior grades.The basis of the research is Liepna boarding school (Latvia), where there are studying children from low income, disadvantageous and social risk group families, parentless children, children who had roving for longer period, had not acquired education according their age and children that are left under their relatives’ supervision, because parents had left abroad for profiting. Since the greatest part of their life children spend at boarding school, the school in some way is responsible for personality’s development of every child and offering of opportunities for ensuring of their needs.

In order to establish the prevailing needs of pupils of Liepna primary boarding school, there were made observation of children and carried out an inquiry, which was joined by 37 pupils of primary school age of Liepna primary boarding school. Following structure of personality’s needs, developed by American psychologist A.Maslow, there were drafted an inquiry with needs-characterizing criteria, which were adjusted to work specificity of Liepna boarding school. For examination of physiological, safety, affiliation and love, assurance of esteem, cognitive and aesthetic, self-realization needs, the inquiry was constituted by 11 questions with given possible answers – need-characterizing criteria. Questions were composed accordingly the skills of comprehension of children at primary school age. Due to the fact that a pupil at primary school age (especially from grade 1) has reading difficulties, therefore the inquiring was carried out orally, explaining the possible answers in detail. All pupils’ answers were put down in the inquiry forms and they are anonymous.

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Results of the research

By summarizing the results of the first question “In order to make you feel good and you could learn well, is it important for you that school could ensure: 1) warm, tasty, varied and healthy food; 2) rest and undisturbed sleep; 3) warmth; 4) other, it can be concluded, that primary needs of boarding school's pupils are physiological needs, their ensuring at school (see Figure 1.)

Figure 1. Criteria characterizing physiological needs

All 37 inquired pupils admitted that all these things are necessary for their feeling of comfort. It makes necessity in boarding school to make environment for satisfaction of these needs, it ensures pupils’ tendency for satisfaction of needs of next level.

A next question was related to determination of safety needs and bringing forward their characterizing criteria for analysis of results. As we see, findings show that also safety needs are very significant to pupils (see Figure 2.) 19 children (51% of all inquired pupils) recognized that the feeling of safety at school is affected by disputes with school- and class-mates. In its turn, 4 children (10% of inquired pupils) admitted that these disputes do not affect their safety. At great extent it depends on child’s relations with his/her family. Those children who life at boarding school and feel support from their parents, receiving at least some feeling of safety and stability, also feel psychologically stable at school . Feeling of safety of 16 children (43% of inquired pupils) is impacted by rapid changes (suddenly the usual environment is changed and it is characterized by several alterations: intensified parents' attention, control, new duties and assignments, e.o.), consequently, these children have adaptation difficulties at school. Safety feeling of 17 children (46% of inquirer pupils) is impacted by reprimands and instructions, long-lasting listening which can lead to inferiority complex and conflicts. As children note, they feel safe at school when they are protected against cold, poverty and there is no necessity to worry regarding their safety.

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Figure 2. Criteria characterizing needs for safety

By analyzing the question regarding criteria characterizing needs for affiliation and love: “It is important for you”: 1) to feel your school-mates’ companionship; 2) to feel teachers’ companionship; 3) other, 35 pupils (94% of inquired pupils) noticed that it is very important for them to feel companionship of school- and class-mates. 30 pupils (81% of inquired pupils) also want to feel teachers' companionship. (see Figure 3 )

It is important for them to feel affiliation within their family, school (which for some of them is the only family), society, which often does not assume and understand them. These children long for satisfying of needs of affiliation and love that often are denied within families. By analyzing the acquired data on question: “Your unfailing person whom you take into your confidence and ask for some advice is:”, it can be concluded, that for all that, unfailing person of these children are not school-mates, nor class-mates, because it is difficult for them to trust someone. It is noticeable by practice and also the findings prove the fact that usually pupils of junior grades consider their form teacher as an unfailing person (admitted 24 pupils – 65% of all inquired pupils). Being close to them, make children feel safe.

Figure 3. Criteria characterizing needs for affiliation and love

In order to determine assurance of esteem, there were summarized findings regarding questions "It is important for you that your work, skills and abilities are being noticed and positively evaluated”; "You try to gain respect”: 1) by learning well and behaving good; 2) by helping class-mates, school-mates and adults; 3) other. Data of the research show, that it is important for pupils of the boarding school to feel esteem and attention. (See Figure 4)

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Figure 4. Criteria characterizing needs for assurance of esteem

35 pupils (94% of inquired pupils) recognized that it is important for them that others pay attention and are able positively evaluate their work, skills and abilities. Only 25 inquired pupils (67% of inquired pupils) try to gain esteem of others by helping their school-, class-mates and adults. It can be explained by the fact that the priority for these children nonetheless is their own needs and interests, because they are got used to struggle for their own existence, without waiting for some external help. From all 37 inquired pupils, 76% of them try to gain esteem by learning well and behaving good. 9 others (24% of inquired pupils) try to gain some authority in other ways, by doing sports well, buying beautiful things, clothes, etc.

After analyzing the findings of the question “You learn”: 1) in order to get positive mark, to acquire good education; 2) because you want to find answers on some of your questions; 3) because teachers and parents make you learning; 4) other, it can be concluded, that, unfortunately, the cognitive and aesthetic needs are not the priorities of boarding school’s children. (See Figure 5)

Figure 5. Criteria characterizing cognitive and aesthetic needs

The results on the inquiry prove the daily observations, that the majority of pupils of boarding school (32 pupils or 86% of inquired pupils) do not see any motivation for their studies, but they do it only because teachers and parents make them doing it. 28 children (75% of inquired pupils) find it important to get positive marks and acquire good education. Probably, children of junior grades do not realize the importance of their

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knowledge, therefore they do not show thirst for knowledge regarding some confusing issues (they are interested only by 4 pupils or 11% of inquired pupils). It is explained by the fact that pupils cannot show great interest regarding studies, before their physiological needs are satisfied. It is testified also by pupils’ behaviour and attitude during lessons. There are children, who express necessity to know something new, but there also children, for whom the learnable theme is indifferent, because, possibly, for that particular moment they have other priorities – needs of lower level, which are not fully satisfied. Children lack motivation for studying, because, according to opinion of 32 children (86% of inquired pupils), they study only because parents and teachers make them doing it. Findings regarding the question “It is important for you”: 1) to feel tidy (clean skin, clothes, hair, nails, etc.); 2) to live in clean environment (clean room, classroom, school, school close, Civil Parish, country); 3) other, reflect the importance of aesthetic environment in life of boarding school's pupils. By analyzing results, it can be concluded, that children have different opinions. Only for 28 children (75% from inquired pupils) it is important to feel tidy, and only 18 children (48% of inquired pupils) find it significant to live in clean environment. Conclusion – tidiness is not a priority for those children. They had lack for ethic and aesthetic models in their families for acquisition and imitation of these norms.

By summarizing and analyzing results of the question “In your leisure hours you like”: 1) to rest, watch TV; 2) to do sports and other classes (dance, drama, sports, e.o.); 3) to visit library; 4) other, it can be concluded that bent for satisfaction of needs of self-realization for majority of boarding school’s pupils, unfortunately, is not a priority. (See Figure 6.) 33 pupils (89% of inquired pupils) recognize, that in their leisure hours they like to visit library. It is a place, where children can be alone, in silence, there are available various ways of literature, but, mostly, library attracts them by free access to computers. Children gladly relax by watching TV (acknowledged by 30 pupils or 81% of inquired pupils). The fact that needs for self-realization are not prior for pupils of boarding school is indicative by the answers on the question “In order to realize your skills, abilities and gifts, you are motivated to act because”: 1) I have a wish to act by trying and proving my skills and abilities; 2) some teacher motivates me; other. Unwillingly children (only 16 children or 43% of inquired pupils) use school’s offered opportunities for guessing of their skills, gifts, talents, by attending lessons of programs of interests. It is explainable by the fact that part of children feels chronic tiredness, they have various neuroses, depression and there are other reasons. Children also lack desire to act independently. Mainly, for creative activity pupils are motivated by teachers. It is acknowledged also by 22 children during the inquiry (59% of inquired pupils). They lack motivation to act independently.

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Figure 6. Criteria characterizing self-realization needs

Conclusions and discussion

1. By analyzing cognitions of various scientists (A. Maslow, C. Alderfer, D. McClellands, e.o.) regarding theory of needs, it is being concluded, that the main source of human activity, which promotes to life qualitative life, is satisfaction of needs.

2. Boarding school is one of solutions, ensuring opportunity for social risk group pupils to satisfy needs of their personality. Valuable satisfaction of needs of social risk group pupils, promote:

3. Development of creative personality with sufficiently high self-appraisal4. Prevention of health disorders (neuroses, depressions, indigestions, etc.),

development and improvement of communication skills5. Abatement of national criminality among juvenile offenders6. Development of valuable, competitive rising generation – society of future 7. By analyzing data of empiric research, it is concluded, that it is significant for

social risk group pupils to satisfy all needs of personality’s development, but the predominant are the needs of lower level – physiological, safety, esteem and affiliation.

8. Conclusion – for child the needs of highest level (cognitive and aesthetic and self-realization) will be priority only if needs of lower level are satisfied.

References

Ceplis, D., Liepiņa, L., Prišpetjeva, J., Rupā, T., Sūniņa, V., Vilks, A.(2001). Bērns un kriminalitāte: Metodiski informatīvo materiālu krājums. R.: RaKa, 363 p.

Danilāne, L., Ļubkina, V. (2009). Patērētājizglītības pedagoģiskie un sociāli ekonomiskie aspekti. Rēzekne, 171 p. http://ru.lv/index.php?lang=lv&p=2&p2=201&p3=20106&p4= 201063, viewed on 29.06.2010.)

Fromms, Ē. (2003). Mīlestības māksla. Riga: Jumava

Ivašenko, A. (1998). Cilvēka motivēšana un stimulēšana. Skolotājs, Nr.6, 91 p.

Karpijoki, K. (1999). Patērētāju zinību mērķi, saturs un mācību metodes skolotāju sagatavošanai Latvijā . 80 p.

Patapova, I., Ļubkina, V. (2010). Internātskolas darba specifika ekonomiskās krīzes apstākļos. Izglītības reforma vispārizglītojošā skolā: izglītības satura pētījumi un ieviešanas problēmas: zinātnisko rakstu krājums.- Rēzekne: Rēzeknes Augstskola Pedagoģijas fakultāte, PSPI, Rēzekne, Latvija 2010. - 51. - 62. p.

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http://ru.lv/index.php?lang=lv&p=2&p2=201&p3=20106&p4=%20201063

(ISSN 1691 – 5895),http://ru.lv/index.php?lang=lv&p=2&p2=201&p3=20106& p4=201062; EBSCO: Education Research Complete index (http://www.epnet.com/)

Pedagoģijas terminu skaidrojošā vārdnīca.(2000). Riga: Zvaigzne, ABC,71 lpp.

Salīte, I. (2002) Ilgtspējīgas izglītības mērķis skolotāju skatījumā. Skolotājs, Nr.5, 4.p.

Stīvens, R., Kovejs, A., Rodžers, M., Rebeka, R. M. (2007). Sāc ar svarīgāko: dzīvot, mīlēt, mācīties un atstāt garīgo mantojumu. R.: Zvaigzne ABC, 62.-63.p.

Špona, A. (2004). Audzināšanas process teorijā un praksē. . Rīga: RaKa, 2004.- 190 p.

Danilane, L. (2004). Values and their meaning for the formation of livestyles. CCN 1.Scientific conference “Using,choosing or creating the future” in Paris UNESCO, http://www.hihm.no/concit.

Lubkina, V., Patapova, I. (2010). School and family cooperation models for reducing social problems at Boarding - School. International Scientific journal “Problems of Education in the 21 st. Century” ( ISSN 1822- 7864), EBSCO: Education Research Complete; Copernicus index.

Patapova, I.; Jurčenko, A.; Truskovska, Z.; Lubkina, V. (2009). Making a diference in the Learning process. The CCN sixth annual conference, Berlin, Germany, 23rd – 24th March, available on the data base: http://www.hihm.no/concit

Rogers, C.R. A, (1995). Way of being.

Бандура, А. (2000). Теория социального научения. Санкт- Петербург: Евразия

Фейджер, Р. Фейдмен, Дж. (2002). Личность: теории, эксперименты, упражнения. Спб.: Праим- еврознак

Xopни, K. (1997). Базальный конфликт. т.3. М.: Смысл

Xьелл, Л., Зиглер, Д. (2005). Теории личности. 3- е изд., Серия „Мастера псиxологии”, СПб.: Питер, 607c.

Изард, Ч. (2002). Психология эмоций. СПб

Inese Patapova PhD student, Personality Socialization Research InstitutionRezekne Higher Education Institution, LatviaAtbrivosanas aleja 115, Rezekne, LV-4601, LatviaPhone: +371 64622497E-mail: [email protected]

Liga Danilane Mg.soc.sc., Lecturer of Faculty of Educatiuon and DesignRezekne Higher Education Institution, LatviaAtbrivosanas aleja 115, Rezekne, LV-4601, LatviaPhone: +371 64622679E-mail: [email protected]

Velta Lubkina Dr.paed., Professor, Head of Personality Socialization Research InstitutionRezekne Higher Education Institution, LatviaAtbrivosanas aleja 115, Rezekne, LV-4601, LatviaPhone: +371 64622497E-mail: [email protected]

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http://www.hihm.no/concit

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http://ru.lv/index.php?lang=lv&p=2&p2=201&p3=20106&%20p4=201062


THE CONTINUITY OF THE CONTENT IN PHYSICS EDUCATION IN SECONDARY AND HIGHER EDUCATION

Jānis PoplavskisRezekne Higher Education Institution, Latvia


Jānis DzerviniksRezekne Higher Education Institution, Latvia


Abstract

Learning the natural sciences is the best way to provide students with the possibilities to find out the answers to their questions; analyse the acquired information and acquire skills for self-guided work. Students should develop their competences in natural sciences, and particularly in physics, that plays an important role in the development of successful personal life and, possibly, in future professional activities. Qualitative and successive studying of the content of physics in the secondary schools and higher educational institutions is the most essential direction in the development of these competences. So, it shows the importance of providing the continuity of the content in physics education.The essential role of curriculum and its successive and continuous realisation in physics education at secondary and higher educational establishments are discussed in the article. Some directions for the further research connected to the study of levels of physics education at higher educational institutions, in the context of the realisation of the continuity and succession in physics education, are also highlighted in the article.The object of the research: a teaching-learning process in a secondary school and a teaching-learning process of physics in higher educational institutions.The subject of the research: the continuity of teaching-learning process of physics in secondary and higher educational establishments.Methods of research: literature review, survey and interviewing.Key words: the continuity of the content in physics education, Centralized National Examination in physics, physics education, investigation and problem solving.

Introduction

The continuity of learning process plays a very important role in a lifelong learning. Secondary education and transition to higher education is only one of several parts of person’s education. Looking at the continuity of the content in education there is an important question about the criteria that shows the continuity of student’s education. It is important to form the content of education according to student’s knowledge, skills and development to provide the continuity of the content in education.

New curriculums of school subjects have been worked out and are focused on the continuity of the content in education. It is very important and necessary to define the terms that should be taken into account to ensure the continuity of student’s education. Very often newly made students have problems as they begin their studies at a higher education institution. So it is necessary to study the process of the transition from general

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secondary education to higher education in terms of providing the continuity of the content in education. This continuity can be expressed in various aspects: pedagogical process – methods of teaching at school and higher education

institution; students’ preparedness– academic preparedness, skills, attitudes; succession of secondary and higher educational establishments’ programs

When Valdis Zatlers became the president of Latvia, he named education as the priority for the state. Our state president put a considerable accent on the importance of achieving and ensuring the succession of educational system and linking all levels of education.

“There is a feeling that everyone lives in their own circle” declared Valdis Zatlers. He emphasized that some arguments can be heard in the discussions between secondary schools and higher education institutions – secondary schools blame higher education institutions for not setting any clear requirements and higher education blames secondary schools for not enough prepared students. (Kalnina D., 2007)

The continuity of educational content has been under control and received a lot of attention since 2007; different discussions and meetings have taken place and many ideas about the necessity of reforms in education have been named. But still no any results in education.

Commission of Strategic Analysis in their report made on 2 April 2009 wrote: “Due to the existing and upcoming decrease of the national budget in education, the situation in Latvia currently can be described as a “big challenge and little support”. Educational system of Latvia had multiple problems even earlier, such as a low level of vocational education; rather high amount of students who stopped their basic education, unequal quality of higher education and a weak link between education and needs of the society and market.

If a couple of years ago secondary school leavers knew and could choose professions more required in the country, now, no one knows, if prospective professionals in 4-5 years after graduating a higher educational establishment will be able to find any work, hardly believing the fact that they could find a job in mastered specialities. Of course, economical crisis can be an excuse, but young people need guarantees that they will be able to return their student loan by earning money in a stable job. That is the reason why many Latvian secondary school leavers decide to continue their studies abroad.

Commission of Strategic Analysis set up main goals for effective and strategically adequate short-term actions: to restructure departments of education, radically decreasing management staff and

number of teachers, and changing the model of financing, to ensure sustainability of educational system. It is necessary to set up “a safety network” for students stopped their basic education – a plan in three months, implementation – 15 months.

to regionalize smoothly higher education (region of the Baltic Sea) and implement criteria of effective economical return in the financing of higher education. To change the principles of science development (increase of effectiveness, internationalization and implementation of international quality standards) until autumn, 2010.

to evaluate internationally the high school’s academic and economical performance, as well as scientific qualification of its human resources, hereafter basing national high school state co-financing according to the corresponding field/ higher educational institutions’ academic and scientific performance. To provide the possibilities to get the same academic and scientific degrees in Latvia and overseas,

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higher educational institutions, particularly encouraging cooperation between higher educational institutions of the Baltic Sea region, widen the opportunity to acquire a part of programs in foreign languages, to attract internationally educated scientists and lecturers for scientific work in Latvia. (Key competencies for Europe, 1997)

In spring, 2009 Commission of Strategic Analysis evaluated the situation and concluded - after a year nothing much has changed – especially in the quality of higher education and connection between the needs of the society and market. As the result of the research, there were set the goals, which didn’t contain the creation or strengthening the link between the education, society and requirements of the market. All reforms, happening in education right now, are connected to financing. If there is no enough money to maintain schools – we close them or decrease the number of teachers. If there is no enough money to fund higher educational establishments – we consolidate them, attract foreign students and educate them in foreign languages. Money goes first; students have been forgotten at all.

A lot of attention is paid to subjects of natural sciences in our country and in other places in the world. Learning process of physics, chemistry and biology at school is important while getting comprehensive knowledge of the world. Increasing the effectiveness of studying natural sciences and promoting the attractiveness of these subjects is important as: they give overall understanding about science for students who become the

freeman of technologically advanced society; they encourage young people to choose their career in science (Science Teaching in

Schools in Europe, 2006; Dzerviniks, 2007). Acquiring the basic laws of natural sciences is often linked to the fundamental

competence seeing that as a capacity to use scientific knowledge, formulate questions and make conclusions based upon evidence to understand and help making decisions about the world of nature and the effect of human-being’s activities on it. The lack of these main skills can have a negative effect on further education and employment in many areas (OECD, 2001). It means, it is important to explore nowadays characteristic trends in students’ basic scientific notion forming process in secondary or higher level education, as well as provide the continuity and succession of natural sciences, especially physics, as one of the base branches of natural sciences.

Theoretical basis of research

Pedagogy as a science evolves very fast and supplements itself with new insights, methods and theories. Connections with other sciences are expanding, which, according to the idea of system theory, objects of surrounding reality, phenomena, and researches of processes accept the need of integrity and regularity. It is also important not to lose the consistency in school work and transition period from secondary to higher educational establishments.

World’s social-economic development is constantly changing. World’s economical, cultural and technological unity and diversity, and transition to society of information are the characteristic signs of the modern world. It’s important that the present Latvian students could successfully prepare themselves for life in the complex and evolving world of today and tomorrow. The content of education, goals and tasks are changing, accents of life are changing too.

Modern education must supply us with necessary knowledge and life experience, so that things scientifically created by humans are wisely used to help people. (Broks, 1998). By learning natural sciences, a person acquires knowledge that widens his

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understanding of the outside world. Science lightens the bond that exists between human and nature, it encourages people’s inquisitiveness and their critical view, and reminds the fact that natural resources aren’t endless (Science Teaching in Schools in Europe, 2006).

By the end of summer 2008 a project of national program “The development of educational content and the continuing education for teachers of natural sciences, mathematics and technologies” had been finished. The project was implemented with the help of co-funding of European Union, from 2005 until 20 August, 2008.

As the results of this project, all Latvian secondary schools and vocational schools received educational materials for chemistry, biology, physics, mathematics and natural sciences, for 10-12 forms and since 2008/2009 school year secondary school students are taught natural sciences and mathematics by using new standards and curriculums. They were defined by the Cabinet of Ministers on 2 September, 2008.

The new curriculum was developed according to the world’s tendencies, so that in the 21st century, when the goal of education in natural sciences is to form understanding about the processes and developments in nature, environment, technologies, instead of learning facts; students would become researchers and active members of the teaching-learning process. Experts of this project have been trying to change the philosophy of school education: “from giving knowledge to acquiring learning skills; from scientific knowledge and algorithms to students’ own discoveries and skills; from a student, as a passive member of a teaching-learning process to an active one; from teacher as a knowledge giver to teacher as a consultant”. (Broks, 1998)

At the very beginning it is very important for students to acquire scientific thinking, as scientists bring forward a question – what they want to find out, how they collect the information, do the research and analyse its findings and how to make their conclusions. (Kalniņa, 2007).

Teachers have the biggest problems with new subject standards, because they are forced to change their teaching methods and let students learn themselves. Although teachers have finished courses and acquired teaching methods, still not enough time is devoted to the research and solving problems.

The goal of the curriculum of “Physics” for general secondary education is to deepen the understanding about physics processes in nature and equipment by improving students’ researching skills and encouraging them to develop their co-responsibility while ensuring long-term society development. (State General Secondary Education Standard, 2008).

Most of the attention in the lessons of physics is contributed to the theory, task solving and laboratory works, since that is accented in National Tests. State National Centralized Exam for 12 formers in physics consists of 2 parts. The first part –knowledge and basic skills, it evaluates students’ knowledge and use of their knowledge (it gives 35per cent) and the second part of the exam - analysis of situation, it evaluates students’ usage of knowledge and decision-making skills (this part of the exam gives 65per cent). At schools main attention is paid to basic skills, knowledge and its usage. Higher educational institutions pay more attention to the analysis of the situation. Of course, to do that, students must have some basic knowledge. The last place in physics teaching-learning process is left to students’ co-responsibility while ensuring long-term development of society.

Teaching process needs to be diversified, using modern, progressive pedagogical methods, slowly refusing from nowadays dominating illustratively-explanatory teaching method, to favour the method of research. The figure No.1 shows one of the ways of teaching lessons of physics.

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Figure 1. The theme development in the lessons of physics at secondary school

By planning the content in the following way you can and even must involve students into teaching-learning process. Students will have nominated the problem, developed its options, determined desirable and achievable result and found out the practical usage of acquired knowledge. It means students’ co-responsibility about the quality of knowledge and skills he had acquired will increase.

Students’ perception is selective and everyone has developed during his or her life own criteria and according to these criteria people classify new information into important, less important and meaningless. Accordingly, conclusions are very important because students’ interest in the theme and this theme studying and usage depend on conclusions.

While teaching physics it is important to pay students’ attention to the result of the theme. It helps them to develop their understanding of the world and global regularities and allows them to find practical usage and descry the usage of laws of nature. When you look into the past and follow how throughout the centuries the world design patterns have been changing and improving, you can better understand the present and imagine the future. Working with problem teaching method young people will definitely encounter mistakes that were made during the development of science and will learn to avoid them.

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The theme

Pre-knowledge

methods notions regularities

Problem

Extra information

new methods new notions regularities

Solution of the theme

Result

ConclusionsCommon view Practical

usagePre-knowledge

for other themes

Practical tasks Limitedness of the theory

Figure 2. Qualitative physics education

How to make sure if student has acquired the physics course in a quality manner? It is not enough when student can reproduce things, he heard during the lessons or lectures and can solve the tasks, and he must also be able to use his knowledge in proper situations. (See Figure 2.)

Methods of research

The research was conducted in 2010. Within the research, the opinion about the continuity education, especially in physics, has been found, by interviewing 62 secondary students, 26 school leavers – high school students and 14 teachers of physics. Statistical data of State Educational Curriculum Centre have been used in this research. The research of entrance requirements of higher education institutions of Latvia has been made, viewing requirements of Centralised Examinations of secondary education.

Methods of research: literature review, survey, interviewing and discussions.


About16-20 subjects are taught in the secondary school according to the school curriculum(s). In the general secondary education programs students have to study 16 mandatory study subjects. Physics is among these 16 subjects. Upon completion of a general secondary education curriculum there are mandatory centralised exams. Secondary schools pupils can choose the exam in any of these subjects. Graduates have to take at least 4 exams. According to the National Standard of General Secondary Education there are mandatory exams in Latvian language and literature, foreign language and mathematics (starting with academic year 2008/ 2009). One exam shall be selected by a student. A number of students have chosen Centralised Exam in physics.

While questioning students who chose to pass the exam in physics, it was found that 72 per cent of students based their decision on their wish to continue learning in Riga Technical University or Rezekne Higher Education Institution and to accede there a certificate on general secondary education in physics is required. 24 per cent of students have chosen this exam as it is much easier than an exam of humanitarian profile. Approximately 4 per cent of interviewees do not have certain ideas about their choice.

Annual average number of students from Rezekne Secondary School No. 1 who decide to pass the exam in physics is rather high – it is about 30-38 per cent, and all of

Qualitative physics education

Learning oh physics educational standart

Continuing education View of words

Ability to use acquired knowledge and skills in different situations, including learning process

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them enrol in the University of Latvia, Riga Technical University or Rezekne Higher Education Institution.

According to the data of State Educational Curriculum Centre average number of students who decide to pass the exam in physics is decreasing.

Table 1. A number of students who decide to pass the exam in physics

Exam Year Number of students who took the exam

Per cent of students who took the exam

Physics 2009 3203 2,99%Physics 2008 3076 3,14%Physics 2007 3056 3,14%

One of the reasons, why physics exam is not so popular any more is because higher educational institutions do not require a certificate on general secondary education in physics.

At the moment there are 22 colleges and 24 institutions of higher education, where students can continue their studies in Latvia.

The following results have been received by exploring of entrance requirements of colleges and higher educational institutions for academic year 2010/2011:

A certificate on general secondary education in physics is not required in any of colleges.

Only three programs (out of 73) in Latvian University require a certificate on general secondary education in physics and Rezekne Higher Education Institution requires a certificate on general secondary education in physics in four programs (out of 22), Institute of Transport and Communications all 10 programs require a certificate on general secondary education in physics or mathematics, and Riga Technical University all 38 programs require a certificate on general secondary education in physics. In Daugavpils University physics exam gives extra points only for one out of 34 study programs.

So, to continue studying in any higher educational establishments of Latvia, there is no need to pass centralized exam in physics, because required exams are foreign language and mathematics, which are compulsory to graduate from secondary school.

Still some high schools take into consideration the level the certificate on general secondary education in physics if a student chooses a program that is connected to engineering or natural sciences.

Many of secondary school graduates choose where to continue learning only after receiving their certificates. That is why many of them choose to pass the exam in physics, because it might help them later.

Students’ results in physics exam are shown in the following table.As we can see in the table No. 2, number of students that got the highest result -

A level in year 2009 has increased. It must be noticed, that the number of students who got levels E and F has increased as well. In year 2010 students of secondary schools passed the centralized exam according to new standard, but the results of this examination haven’t been summarized yet.

Since engineering, computer studies and electronics are the fields in the country that could evolve and supply people with a job, many young people choose to study in Riga Technical University and pass the physics examination.

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Table 2. Division of levels in physics exam in three years

Physics. Division of levels in three years.2009.g. 2008.g. 2007.g.

Level Amount Per cent Amount Per cent Amount Per centF 115 3,59% 81 2,63% 124 4,06%E 535 16,70% 497 16,16% 505 16,52%D 971 30,32% 932 30,30% 890 29,12%C 936 29,22% 946 30,75% 913 29,88%B 506 15,80% 498 16,19% 504 16,49%A 140 4,37% 122 3,97% 120 3,93%

Physics teachers and students thoughts on the continuity of physics education were analysed in the given research.

According to the observations of teachers of physics, the things that are taught in at secondary school will not be needed at universities. Thoughts of pupils differ – 12 per cent of students think they will use acquired knowledge and raise it at universities, according to the program they have chosen, one third (about 28 per cent) think they will use their knowledge partly.

4%

20%

28%12%

36%

In higher educationinstitutions content ofPhysics w ill be much morecomplicated

In higher educationinstitutions content ofPhysics w ill be diferent.

Useful for some topics

Yes, definitely

In my profession ofphysics w ill not benecessary.

Figure 3. Students’ opinion on the continuity of physics education

Different higher educational establishments in Latvia offer various study programs that include physics. The level of physics teaching, and if the continuity is maintained, is still being investigated. By thoughts of 46 per cent of students– physics course is very intense at higher educational institutions, you have to study a lot of themes, during a very short time, and lecturers are not interested in students’ pre-knowledge in physics. 28per cent of interviewees think that methods of teaching physics at higher educational institutions differ and students have to be very flexible to adapt and acquire the necessary knowledge. However, about 26 per cent of interviewees have completely different opinion; they think they have nothing to do in the first semester in physics as they have learned all necessary at school. These are students’ subjective opinions as they study in different higher educational institutions and different faculties. Everything, mentioned above, points out the fact, that it is important to research, what level of is physics knowledge is required for studies at higher educational establishments and if the continuity of physics education is maintained.

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Conclusions

1. Scientific research skills, understanding the notions and the ability to analyse and make decisions are developed by learning physics;

2. Different teaching methods should be used while teaching physics at schools and higher educational institutions and more attention should be given to the research and problem-solving methods by using a differenced approach.

3. The certificates of centralized physics examination are not requested enough to continue studying in any higher educational establishments of Latvia, that is why students do not encourage themselves to work and acquire a high level of physics education.

4. Results of the poll among students prove that physics course in higher educational institutions is very dense, a very wide amount of content is needed to be studied and the lecturers are not interested in students pre-knowledge in physics.

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Janis Poplavskis PhD student of Rezekne Higher Education Student. LatviaAtbrivosanas aleja 115, Rezekne, LV-4601, LatviaE-mail: [email protected]

Janis Dzerviniks Dr.paed., Associate Professor, Dean of faculty of Education and DesignRezekne Higher Education Institution, LatviaAtbrivosanas aleja 115, Rezekne, LV-4601, LatviaE-mail: [email protected]

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http://visc.gov.lv/eksameni/vispizgl/statistika/2009/stat2009.shtml

http://dzm.lv/par_projektu/vesture

http://www.visc.gov.lv/saturs/vispizgl/satpilnv.shtml4

http://izm.izm.gov.lv/aktualitates/informacija-medijiem/2126.html

http://www.edruva.lv/viedokli/8713%202008.julijs

THE ACQUISITION OF STUDYING SKILLS IN BUILD ENVIRONMENT AT SPECIAL PRIMARY BOARDING SCHOOL

Ilga PrudnikovaRezekne Higher Educational Institution, Latvia


Abstract

Boarding school functions as the built environment where the special Studying Skills are provided because the majority of parents who have the pupils of severe mental age disturbance cannot fulfil these function qualitatively. It is important to understand and satisfy the study skill development for pupils of severe mental age disturbance. However, it is also important to stimulate them for self - development and self-instruction. Aim of the study.To find out the built environment is created for the pupils with severe mental age disturbance in special school to form the need for new impressions and to improve communication to adapt the pupils to freedom and obligations.Materials and methods. In the article the information and theoretical literature is being analyzed by author.The quantitative method was used to collect data of ninety five parents in order to clarity their opinion whether they are satisfied with special school environment.Results. The research was made at Riga 1. Special Boarding Primary School, where the correction work in the classroom, within the work of studies and education, is passing into especially prepared developing environment. The child himself can choose the activities and make his own social contacts.Key words: pupils with severe mental age disturbance, studying skills, built environment.

Introduction

After Latvia joining to UNO Convention regarding the rights of the persons of disabilities in 2010, it is important to create the facilities to the persons of mental age disorder to study in order to enlarge their knowledge, skills and attitude as well as to adapt to the changing, complicated and mutually dependent world. The Convention summon to non discriminating attitude and to equal and fair approach to all life realms, including the education, recognizing that their personal self-independence and liberty is important to the persons of disabilities, including freedom of personal choice (www.lm.gov.lv).

„ ....the traditional demands towards the education, those are mainly qualitative and based on the knowledge, are no more appropriate. It is not any more possible to give a certain „baggage” of knowledge, where to drive from all the life. The precondition comes to the forefront – to gain the studying skills based on the concentration ability, memory and thinking” (Delor, 1996). That demands not only the changes at the schools but also the changes into the teachers’ perception of their role.

For pupils with mental age disorder, curiosity dominate much longer than for the other pupils during the process of learning; interesting and bright in order to captivate them, interesting and bright visual aids are necessary , interesting activities and a play. Even in the senior forms the stable cognition process develops rarely for these pupils. S.

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Liepina asserts that the development of these children occurs according to the same laws as to the development of a normal child. “The differences can be traced only at the dynamics of psychical procedure, the tempo of the development, and, unfortunately, also in the final results” (Liepina, 2008).

According to the future prognosis table by the Organization of Economical Cooperation and Development (OECD), within the society of the knowledge the social and the political hierarchy is replaced by autonomy of several networks and the freedom of the men is characterized by “ability to diversify” (Miller, 2003; Koke and Murashinska, 2007).

Analyzing the experience gained within activities of many years, L. Danilane and V. Lubkina identify the necessity to clearly acknowledge the ways and means, the aspects impressing the personality development, that provide the effective teaching-studying process in nowadays society (Danilane, Lubkina, 2009).

I.Zogla describes the acquisition of the studying skill as essential mental, physical and social stipulation within nowadays circumstances, as the basis for many sided and harmonic development for the ability to compete at the labour market, for the exchange of the cultural values and life qualities. (Zogla, 2001).

The studying skill liberates the pupil from disability; allow him to act independently and to achieve a certain quality of his own activities. Self performance and the pupils’ activities provide the achievements (Petersons, 1931).

The following matter preoccupies the pedagogues and the teachers – how is it possible to develop and to perfect the studying skills, how to help the pupils to study himself while learning to far and wide and harmonically develop their abilities – to become more and more independent in his deeds and thoughts, to become responsible for himself and for his activities.

The aim of the article: basing on the mediatize of the parents of the pupils of mental age disorder to clear up if the special boarding-school, within nowadays cultural situation , when the basic needs of the major of the pupils parents are not contented, when there appear problems of moral character within the society, is the environment where the cooperation between the pupils and the parents happen to be, thanks to which the abilities and skills of the pupil, that are not noticed by the others, are discovered and used, if the skills are built for the pupils to acknowledge themselves and understand hot to easier study and how to better organize this process.

Methodology of research

In the present article, the informative materials are analyzed in connection with the special education, the pedagogical and psychological research are depicted regarding the pupils with heavy mental age disorders. The parents’ of the pupils with mental age disorder point of view is cleared up regarding the studying skills acquisition. The acquired data are processed. The quantitative research method was used while obtaining the data.

Theoretical aspect of the problem

Within the doctorate investigation, the comparative analysis of two elementary education acquisition opportunities was fulfilled. The conclusions were done that at the present economical situation the quick pass-over to mass pupils of special needs incorporating, would be an error, as the result of which the pupil would suffer, there will be no qualitative education provided according to his needs, he would not be able to

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achieve the development level that would be possible to reach within the environment more suitable to him (Prudnikova, Usca, Vigante, 2010).

The attention of the paper’s author was attracted by several questions of the inquiry form and the answers to them. The mediatize work was done by I. Tihomirova, mediatizing 560 people from 290 Latvia schools (Kurzeme, Zemgale, Rīge, Vidzeme, Latgale regions) - 52% of the respondents consider that they would be able to present a special education to the children of special needs, 42% - that they are not able because of the lack of knowledge, 32% - do not know because they have not been working with the pupils like this. 51% respondents admit that they could give their attention to the pupils of special needs within the lesson for not more than 5 minutes, and even less (Tihomirova, 2010).

The author considers that these answers of the respondents is one more evidence that at present the pedagogues of the comprehensive schools are not yet ready to incorporate the pupils of special needs into their classes. Also the respondents themselves– only in 28 % cases stress that the school is ready to welcome these pupils. One of the reasons – lack of knowledge, education materials, specialists (Tihomirova, 2010).

Low motivation of the pupils (Dedze, Kruzmetra, Mikisko, 2004), the teachers’ inability to motivate the pupils and to work with interactive methods, as well as insufficient information technologies use at schools (Dorus, 2007), formal attitude towards professional development of pedagogues, (BSZI, 2007) and time-consuming bureaucratic demands for teachers work. (SKDS, 2007) were admitted in Latvia secondary education as problematic areas.

The task of the school is to help the pupil to attain the necessary knowledge, skills and acquirement for him as much as possible to successfully self-realize, socialize into nowadays changing society.

In the previous century J.A. Students accented that differentiation is needed within the work at school, because “it freshens the tired powers, brings in as if the life and gives new and new impulses to the will” (Students, 1998).

According to D. Sulcs, also today the school is too rational and mind depressing. It needs more senses, warmth, closeness (Sulcs, 2007).

In Latvia, about 239 800 pupils are studying altogether in school year of 2009/2010. About 9000 pupils need special education. There are 62 special educational establishments in Latvia where in contradistinction to establishments of all-round education exist classes of correction and rehabilitation. Special education creates facilities and circumstances for the pupils of special needs to attain the education corresponding to their own state of health, abilities and development level at any educational establishment in the meantime providing the pupils with pedagogically psychological and medical correction, guarantees being prepared for the work and life in the society.(The Law All-round education, 1994:49).

The Ministry of Education and Science (IZM) have established the education plan for the C level of the special schools that allows to freely regulating for each school the number of the lessons of each subject, according to the individual abilities and needs of the pupils (Home page of the Ministry of Education and Science).

Since 1997, several special education establishments, that maximally provide the consultative and methodical work embracing both the pupils with the special needs and the parents of these pupils and the teachers that are working with the integrated pupils, receive the status of the development center. As to the first the above mentioned status was granted to Strazdumuiza Visually-Impaired and Deaf Pupils Boarding School and to Riga Special Elemantary School (1997), to Koknese Special Boarding School, to Pelci

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Special Boarding School and to Valmiera Hearing-Impaired Boarding School (1998). On the 29th of April, 2003, the Regulations issued by the Cabinet of Ministers Nr. 221 “The criteria and the order by which to bestow a special education development center status to establishment of special education” were attested. The status like that was received by Daugavpils Speech Therapy Boarding School (2004), which in contradistinction to the previously mentioned establishments of special education – development centers, perform the consultative and the methodical work within two specifics: to the educate of hearing disorder and to the educate of speech impediments (Vigante, 2008).

Although it has been done a lot in the field of the special education, anyway the problems are not a little that embarrass the teachers’ everyday work. Surveying the teachers at the special and all-round education establishments, several indeterminations appeared within these fields: at the education legislation, statistics, medi-care, special education and support activities (Prudnikova, Usca, Vigante, 2010).

Basing on the interviews with Latvian language teacher of elementary school, in whose class the pupils of speech impediments are incorporated, and on S. Usca’s personal experience the strong and the weak aspects of two elementary education attaining potentialities were noted, where the following were declared to be weak:

1) the pupil is in a way of isolation not only from his contemporaries, but also from the real life, the problems, their solving, the difficulties to obtain the necessary social and life skills,

2) detachment from the family,3) the parents of the pupils that live in the boarding school not being involved into

child’s everyday life (Prudnikova, Usca, Vigante, 2010). The quality of the education can be influenced by the teacher. According to the

investigations of the last years in USA the teacher’s role in the achievement of the results of the education is bigger than the role of the education content or the school role and the teachers that are able to motivate their pupils can improve the pupil’s education results even when the pupil’s social status is disadvantaged. In other words, the good teacher of effective working methods can even the social unevenness effects and can provide the equal education prospects to the pupil (Farr, 2010).

The peculiarities of the studying and teaching processat the special school

Mental backwardness is one of the heaviest disturbances within the man’s development if considered from the social aspect. The notion mental backwardness embraces very many kinds of pathologies, that mainly express themselves into the insufficient development of cognition sphere. They are to be provided by ceaseless supervision, the organization of the child’s life is to be traced, maximal attention to each both in the education process and in the building of sanitary hygienic acquirements (Vigante, 2007).

L. Vigotsky stresses that it is wrong conclusion that children mental age disorder al the peculiarities of the psyche are dependent only on the fact that the brain operation is damaged. He stresses that the shortcoming of the highest psychical function – thinking, logical memory, language, imagination, will, self-consciousness – is the secondary irregularity which submit to the correction work (Vigotskis, 1983).

It does not mean that never ending development of a pupil with mental age disorder is possible, it means that it is not possible to demarcate the abilities of the pupil to study. Knowing the development peculiarities, the learning level of the pupils with mental age disorder, as well as taking into account the common characteristics of the children age group, it is possible to successfully accomplish the learning process, as well

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as to advance the development and the correction the drawbacks of these pupils. The aim of the education goes further than a simple learning of the knowledge and is connected with the development of a personality as united whole. S. Liepina remarks that the most important personality component is its progress. That includes motivation, needs, interests and is expressed into the activities of the personality (Liepina, 2008). S. Rubinstein stresses the idea that the motivation of the studies, work and other activities are known to the pupils, although not so deeply, but they have not become his personal motivation, that would be the result of his needs (Rubinstein, 1979). Pupils with mental age disorder, not only at the preschool age but also of a school age, have very low level of motivation recognition and mutual balance, the motivation of such pupils usually are one sided and based in the narrow physical needs (Liepina, 2008).

The pedagogues who are working with such children have always been engaged with the problems of the studying activity of the pupils, how to involve and to interest the pupils, how to teach them to investigate and to uncover themselves. In the acquisition process of the pupil of medium heavy and heavy mental age disorder, the activity directed to the objects correlation comparison, noticing of equal qualities and memorizing of each separate quality, should be involved. The psychological research indicates that without the above training the child’s perception becomes superficial, fragmentary, the necessary base is not provided for the many-sided mind development, for the acquisition of different activities (drawing, construction, etc.), as well as gaining of wholesome knowledge and skills (Prudnikova, 2009).

The pedagogue must create efficient educational environment, he must become the indirect leader, consultant and advisor. He can not abandon himself to the education process rut, he can not fix to restricted teaching theme.

The pupils were asked to cooperatively perform by M. Montessori stressing the we will help you to do this yourself (Belitsky, 2997). The method elaborated by hers can be imagined as triangle, on one top of which there is a child, that is respected as individuality and the person with the qualities belonging to him, with his own development peculiarities and the rhythm of the activity. The second angle is a specially prepared environment that corresponds to the child’s needs and allows him to attain the world full of objects and phenomena. The third angle is a specially trained pedagogue or parent whose role is to help to develop the capacities of the child (Prudnikova, 2004). The transition from unconscious surrounding world acquisition gradually to the conscious perception occurred by the help of the movement. Being engaged with his hands the child fulfilled that what he had perceived already earlier. Studying the surrounding objects, as if in the way of a play, the child once more repeated the previously gained impressions. The “work” like this - that simultaneously was a play, made them to ascertain and construct himself. They develop themselves, using their hands as the tool of the man’s mind. At present the appeal of M. Montessori is to be added that by doing something the man should obtain the values characteristic for a cultural being in order to adjust the changing, intricate and mutually dependent world. The pedagogue’s orientating function, that infuses the pupil into the independent activity, promotes autonomous thinking, directly or indirectly offer the opportunity to make the experience, is of important meaning for the making of the pupil’s independent studying process. The prepared environment for the pupil’s and the teacher’s activity serves as the introduction to the life activities outside class and outside the school.

At the establishments of special education the pupil will b better motivated to study if the teacher within the lessons will notice his personal peculiarities, development level and perception abilities. That gives additional hardships to the teacher but anyway that is an essential condition of effective studying. The teacher should sensitively and

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attentively must investigate and follow each dynamics of the child’s development, he must choose the regarding teaching method , he must foresee the time needed for each child, give the needed support in order to help each pupil to achieve the aims of education.


The mediatizing of the parents of ninety-five pupils of mental age disorders at Riga 1.Special Primary Boarding School. The gained information was tabbed (Table 1) and after the analysis of the data the first summaries and interpretations were done.

Doing the mediatizing of the parents the ethic matters of the investigator were observed: the confidentiality of the respondents, the agreement of the participant. The clear aim of the research was shown to the respondents (Kroply, 2004).

The research was based on the principles of humanism, purposefulness, consecutiveness and consistency, the unity of theory and practices, individualization and differentiation, the principles of promotion of the social attitudes.

Table 1. The pupils of Riga 1st Special Boarding Elementary School parents’ evaluation of the work of the school

Inquiry form question

The parents’ opinion

What does the school provide to your child?

What are you relations with the form master?

What are you

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relations with the teachers of the subjects?

What are you relations with the administration?

Which way do you receive the information regarding the activities at the school?

When you visit school?

What do you expect of parents’ meetings?

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Which way do you connect school?

The difficulties faced by the parents of these children in many ways differ from the everyday bothers of the other families. The birth of such a baby already is a big trauma to the parents and creates enormous tension to all the members of the family. The reactions of the parents differ greatly. These parents are secluded, have small contacts and are choosy in their communication.

As the education law foresee that the parents have the choice to choose the educational establishment for their children – special or all-round education, the mediatized parents at presents give preference to specialized school that provides to the child the most appropriate education where besides the acquisition of elementary knowledge the building of pupils mutual relations is favoured, the pupils wishes and interests are taken into account, the educational process is being organized according to the abilities, the pupil is being regarded with comprehension. The parents think that the most effective way how to consider the matters that are connected with concrete pupil or concrete class, are individual discussions with the form master, subject teachers and the school administration.

The research will be prolonged and widened involving into the mediatization the other schools in order to gain actual and based evaluation of the school work by the parents.


1. The most important conditions of successful cooperation of special boarding elementary schools and the parents of the pupils are the motivation and the trust.

2. The main ways of co-partnership and cooperation on the school level are the meetings and individual discussions with the form masters, teachers or school administration.

3. The studying effectiveness depends on being personally interested of each individual, his cognition process and willpower characteristics, from his skills to cooperate.

4. The studying results are influenced by outer conditions, e.g., organization of the education process, physical and psychological environment of the studies, the educational methods chosen, and the pedagogical style of the teacher.

5. The main task is to teach the children how to study:

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To provide the organized learning. To take into account that the material is understandable, clear, for example, by the help of real subjects, later – with the help of a map or other graphical pictures.

To take into account the connection between the new material and the material that is already known at present. That gives a kind of mental “operating platform” regarding the new material.

To help the pupil to concentrate the attention by the help of the technologies, for example, to notice the essential while investigating the new material.

To provide the possibilities to supplement the vocabulary explanation by the help of a picture. The picture can help to memorize.

To organize different training possibilities. The agenda is to help to pupil to generalize the skills that are to be obtained in order to adapt it outside the primary context, in which it was taught.

To help the pupils in choosing and using the regarding studying strategies, for example, summarizing.

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Ilga Prudnikova PhD student of Rezekne Higher Education Institution, LatviaAtbrivosanas aleja 115, Rezekne, LV-4601, LatviaE-mail: [email protected]

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THE RELATIONSHIP BETWEEN EPISTEMOLOGICAL BELIEFS AND GOAL ORIENTATIONS AMONG IRANIAN UNDERGRADUATE STUDENTS

B. ShamshiriDept. of Educational Philosophy, Shiraz University, Iran


R. MarzooghiDept. of Educational Planning, Shiraz University, Iran

M. FouladchangDept. of Educational Psychology, Shiraz University, Iran

Abstract

The purpose of this study was to investigate the relationship between epistemological beliefs and goal orientations among Iranian undergraduates. Participants were 310 undergraduates (186 female and 124 male) from an Iranian university (Mean age = 21.2 year, SD =1.57), selected by random clustering sampling. They completed Epistemological Beliefs and Achievement Goal questionnaires. Results showed naïve epistemological beliefs had a negative relationship with mastery goal orientation and a positive relationship with performance- approach and performance- avoidance goals. Regression analysis showed some epistemological beliefs can predict students' goal orientations Key words: achievement goals, epistemology, learning, undergraduates.

Introduction

In recent years, educational researchers have become increasingly interested in students' epistemological beliefs as underlying mechanisms of metacognition (Phan, 2008; Braten and Stromo, 2004). Epistemological beliefs are defined as personal beliefs about the nature of knowledge and the process of knowing. The interest in epistemological beliefs is based on the notion that learners hold certain beliefs and conceptions about knowledge and the process of learning which influence their learnings (Schommer, 1994).

Epistemological beliefs were first introduced by Perry (1968) who classified the epistemological beliefs into four categories, based on the data gained from interviews with students. First, dualisms, in which people perceive knowledge as black and white, and believe that only experts know the answer. Second, multiplicity in which people believe that various points of view are acceptable though future studies may provide the correct answer for the ambiguities. Third, relativism or the belief that knowledge is a human product and there is no absolute truth. Finally, evaluation or commitment in which students learn to make a strong yet tentative commitment to some ideas, while at the same time, acknowledging the multiplicity of knowledge (kuhn, 2000).

Schommer (1990), in reaction to Perry's unidimensional interpretations about epistemological beliefs (1970), asserted that these beliefs encompassed a set of more or less independent dimensions and there is more than one belief to consider. Schommer

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(1990) developed a questionnaire to measure such beliefs which led to classify them into these categories: simple knowledge (One believes that knowledge is simple and isolated), certainty of knowledge (One believes that knowledge is certain and not tentative), fixed knowledge (One believes that the ability to learn is fixed), innate learning (One believes that the ability to learn is innate), and fast learning (One believes that knowledge is acquired quickly). Schommer and Aikins (2002) stated that these beliefs do not come about simultaneously; in other words, one may maintain that knowledge is very sophisticated but also believe in the certainty of it.

Studies on epistemological beliefs have found beliefs in fast learning and the simplicity of knowledge will affect understanding, as well as learning strategies (Schommer, 1993, 1990; Schommer et al., 1992). Dweck and Leggett (1988) have found that students' epistemological beliefs affect their resistance in facing with difficult assignments. Other researchers also maintain that epistemological beliefs can predict students' performance and cognitive abilities. (Phan, 2008; Braten and Stromso, 2004; Schraw et al., 2002; Wood and Kardash, 2002; Qian and Pan, 2002; Hofer, 2001; Hofer, 2000; Kardash and Howell, 2000; Garvett-Ingram, 1997).

Achievement goal orientation has been considered as an important consequence of epistemological beliefs by some researchers. Goal orientation means the reasons which learners hold for completing their assignments (Pintrich and Schunk, 2002). Ames and Ames (1984) mention two goal orientations: mastery goal orientation which demonstrates one's concentration on learning, understanding and improvement of self-efficiency, and performance goal orientation in which one insists on surpassing others and proving his superior ability. Recently, Elliot and Church (1997) have subdivided performance goal orientation into two categories: performance-approach goals, in which students emphasize on besting others, attaining competence relative to others, and demonstrating superior ability, and performance- avoidance goals, whereby students are negatively motivated to avoid negative judgments of their competence.

Various studies have found the positive consequences of mastery and the negative effects of performance-avoidance goal orientation among college students (Pintrich and Schunk, 2002). Yet, in the case of performance-approach goal orientation, the results are inconsistent. Some studies have clarified when learners compete for grades in competitive atmospheres, approach- performance goal orientation may lead to higher performance and grades (Elliot and McGregor, 2002; Church et al, 2001; Elliot and Church, 1997).

Because achievement goals influence academic activities, the investigation on their possible sources has been emphasized by experts (Ames, 1992; Ames and Archer, 1988). One possible factor determining students' achievement goals is epistemological beliefs. Neber and Schommer-Aikins (2002) have observed that learners with more sophisticated epistemological beliefs get more mastery goal scores with less chances of choosing avoidance goal. Also, Braten and Stromso (2004) have found those who believe in fast learning tend more towards performance- approach goal or performance- avoidance goal rather than mastery goal orientation. In contrast, in Phan studies (2008), students who believed knowledge is organised in isolated bits and learning happens quickly were more likely to adopt mastery goals. He suggested more research on this finding.

It seems naive beliefs about the source of knowledge and its acquisition process have a negative correlation with mastery and a positive correlation with performance- approach and performance- avoidance goals. Although the findings are not sufficient. Specifically, these results should be repeated with different cultures and samples. In this regard, scholers suggest probing of the relationship between these beliefs

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and achievement goals (Pintrich and Schunk, 2002). So, the aim of the present study is to investigate the relationship between the epistemological beliefs and goal orientations (mastery, performance- approach and performance-avoidance goal) in the students of an Iranian university (Shiraz University) and decide which epistemological beliefs can predict these goals in the Iranian undergraduates.

Methodology of research

Sample: Participants in the study were 310 students (186 female and 124 male) selected by random clustering sampling. They consisted of students from the faculties of Humanities, Basic Science, Education and Psychology, Art, and Engineering. The ages of the students ranged from 18 to 27 years (Mean= 21.2, SD= 1.57). Most students came from middle social class families. 64% of them were female and 36% were male. 8 participants were excluded because of missing data, so in the final analysis the grades of 302 students were used.

Scales: Schommer's (1990) Epistemological Questionnaire was used to assess students' beliefs regarding learning and the nature of knowledge. Schommer's questionnaire has 63 items divided into four subscales of fixed ability, simple knowledge, fast learning, and certainty of knowledge.

The questionnaire has been adapted by Marzooghi (1996) in a previous study on Iranian students. Marzooghi (1996) did a factor analysis on the data and extracted five factors including: inability to learn how to learn, innate ability, fast learning, simple learning, and certainty of knowledge. Items scored on a 5- point Likert-type scale, with "1" = strongly disagree and "5" = strongly agree for each item. The total scores are not computed under the general heading of epistemological beliefs score, but are calculated in different subscales. Besides, higher scores convey naive beliefs while lower scores suggest sophisticated beliefs.

This adapted instrument was used for data gathering in this study and Cronbach's alpha coefficients were calculated as a measure of the reliability of the data obtained. Alphas' coefficients were from 0.52 to 0.63. In Schommer's studies, the reliability coefficients were in the range of 0.45 to 0.71 (Schommer, 1993).

Also, items having low correlation with subscales' total scores were deleted. As a result, 51 items remained in the questionnaire. Mean composite scores for each of the variables were used in the current investigation.

To measure goal orientation, Achievement Goal Questionnaire (Elliot and Church, 1997) was used. This scale has 18 items divided into three subscales, each containing 6 items: mastery (e.g., I want to learn as much as possible from this class.), performance-approach (e.g., It is important to me to do better than the other students.), and performance – avoidance (e.g., I worry about the possibility of getting a bad grade in this class.) goal orientation subscales. Items scored on a 5- point Likert-type scale, with "1" = strongly disagree and "5" strongly agree for each item.

In this study, a principal component factor analysis with a varimax rotation of the Achievement Goal Questionnaire produced three factors. It should be noted that two items were disregarded for their low loading. Thus, the third factor, i. e. avoidance performance goal, was handled with four items in the analysis. Other factors and items were similar to those of Elliot and Church (1997).

The internal consistency (Cronbach's alpha) of mastery, performance - approach, and performance – avoidance goal orientation subscales were, .70, .81, and .53, respectively. Test-retest reliabilities (for 30 students after 3 weeks) ranged from .79 to 83.

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Results of research

Relations between epistemological beliefs and goal orientations are presented in Table 1.

Table 1. Correlation coefficients among variables

Variables 1 2 3 4 5 6 7 81-Inability to learn 12-Innate ability .30 1 .3-Fast learning .25 .43 14-Simple learning .40 .43 .32 15-Certainty of knowledge -.02 .21 .46 .14 16-Mastery goal -.14 -.27 -.33 -.13 -.30 17-Performance-approach .18 .03 -.004 -.09 -.33 .24 18-Performance-avoidance .23 .13 .14 .29 .23 -.20 -.25 1

N= 302 P<.05 P<.01

As illustrated in Table 1, variables of inability to learn, innate ability, fast learning, simple learning, and certainty of knowledge showed negative relationships with mastery goal orientation (r=-0.14 , P<0.05; r=-0.27 , P<0.01; r=-0.33 , P<0.01; r=-0.13 , P<0.05; and r=-0.30 , P<0.01, respectively). It means, students with more naive epistemological beliefs in these dimensions had lower scores on mastery goal orientation. In contrast, these beliefs were positively correlated with performance - avoidance goal orientation ((r=0.23, P<0.01; r=0.13, P<0.05; r=0.14, P<0.05; r=0.29 , P<0.01; and r=0.23 , P<0.01, respectively). It means, students with more naive epistemological beliefs had higher scores on performance - avoidance goal orientation. Finally, performance - approach goal showed a positive relationship with inability to learn (r=0.18, P<0.05), whereas a negative relationship with certainty of knowledge (r= - 0.33 , P<0.01).

The results of multiple regression analysis, in which the five different kinds of epistemological beliefs were used as predictors and mastery goal orientation as dependent variable, are presented in Table 2.

Table 2. Regression analysis results for mastery goal

Epistemological beliefs b t P

Inability to learn -.70 -.08 -1.29 n sInnate ability -1.24 -.15 -2.41 .016Fast learning -1.23 -.17 -2.52 .012Simple learning .37 .04 .70 n sCertainty of knowledge -1.71 -.20 -3.25 .001

R =.40R2 = .16

As shown in Table 2, the regression analysis revealed mastery goal orientation are negatively predicted by students' beliefs on innate ability (=-.15, P<.05), fast learning (=-.17, P<.05), and certainty of knowledge (=-.20, P<.01). Also, 16% of

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variance of the mastery goal orientation are explained by these five epistemological beliefs [F (5, 296) = 11.36 ; R2=.16].

The results of multiple regression analysis, in which the five different kinds of epistemological beliefs were used as predictors and Performance-approach goal orientation as dependent variable, are presented in Table 3.

Table 3. Regression analysis results for Performance-approach goal


Inability to learn .93 .12 2.05 .042Innate ability -.07 -.01 -.16 n sFast learning .82 .13 2.005 .046Simple learning .40 .06 .91 nsCertainty of knowledge -2.88 -.40 -6.51 .0001

R = .40R2 = .16

As shown in Table 3, performance-approach goal orientation are positively predicted by students' beliefs on inability to learn (=.12, P<.05) and fast learning (=.13, P<.05), whereas certainty of knowledge (=-.40, P<.001) has a negative contribution. Also, certainty of knowledge is the most powerful predictors of performance-approach goal orientation. Again, 16% of variance of the performance-approach goal orientation are explained by these five beliefs [F (5, 296) = 11.15; R2=.16].

The results of multiple regressions for predicting performance-avoidance goal orientation are presented in Table 4.

Table 4. Regression analysis results for Performance-avoidance goal


Inability to learn 1.02 .18 2.92 .004Innate ability -.23 -.04 -.68 n sFast learning -.31 -.07 -.98 nsSimple learning 1.24 .23 3.61 .000Certainty of knowledge 1.32 .24 3.88 .000

R = .38R2 = .15

As displayed in Table 4, performance-avoidance goal orientation are positively predicted by students' beliefs on inability to learn (=.18, P<.05), simple learning (=.23, P<.01), and certainty of knowledge (=.24, P<.01). Also, 15% of variance of the Performance-approach goal orientation are explained by these beliefs [F (5, 296) = 10.14; R2=.15].

The results indicate those who believe in innate ability do not tend to manifest mastery goal. Belief in fast learning goes along with a lower degree of mastery goal and a higher degree of performance-approach goal. Belief in the certainty of knowledge negatively predicts mastery or performance-approach goal, whereas positively predicts avoidance goals. Those who don't know the process of learning adopt performance goals.

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They do not tend to value learning. Finally, belief in simplicity of knowledge connotes performance- avoidance goals.


These results consistent with existing research evidence (for example: Braten and Stromso, 2004; Neber and schommer- Aikins, 2002; Elliot and McGregor, 2002) suggest those students who believe knowledge is not challengeable, learning takes place immediately and just in one step, or the ability of learning is innate do not attempt to mastery the material and tend more towards the avoidance of learning.

This finding that the more students believed in certainty of knowledge, the less likely they were to adopt performance-approach goal is somewhat unexpected. Although it is contrary to the assumption that naive beliefs about the source of knowledge and its acquisition process have a positive correlation with performance- approach and performance- avoidance goals, other studies also found the same (e.g. Phan, 2008). One explanation for this finding is the complexity of performance-approach goals. For example, Elliot and Church (1997) found that performance-approach goals were undergirded by both approach and avoidance motive dispositions. Another explanation is positive relationship between mastery and performance-approach goals (r=.24, P<.01) in this sample. Further research is needed on this finding.

This study contributes to the literature on the relationship between epistemological beliefs and students' achievement goals in several ways. First, the present study conveys that students' beliefs about the speed of acquisition knowledge or the simplicity and certainty of it have significant consequences with regard to their achievement goal orientations. Second, this study provides some evidence on the relative contribution of epistemological beliefs in students' achievement goals. In other words, these results lead to an understanding of the antecedents of the students' achievement goals. Furthermore, it contributes to further elaborations of epistemological theories.

According to these results, it is recommended university students' epistemological beliefs will be more highly regarded. The results of the present study seem consistent with the view that naïve epistemological beliefs may orient students away from mastery goals and towards performance-avoidance goals, with these orientations, in turn, influencing academic cognition and performance. This fact has significant implications for educational curriculum and programming in universities. Besides, to promote mastery goals in undergraduates, their epistemological beliefs may be revised.

The present study has also some limitations. The study is correlational and correlational relationships do not suggest causality. Another limitation is related to the data-gathering instruments. We used questionnaires from western culture. Also, study took place in a relatively competitive environment. This causes a consideration in the generalization of results, for in such environments in which examinations' scores indicate one's superiority to others, students are more concerned with failure in examinations. So, it is possible that other factors such as the fear of failure will be more determinant in the students' goal adoptation than personal epistemological beliefs. For this reason, it is suggested more research on students’ epistemological beliefs considering other variables as antecedents of achievement goals in different contexts.

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Babak Shamshiri PhD, Professor, Department of Philosophy of Education, College of Education & Psychology,Shiraz University, IranEram Avenue, Shiraz, IranE-mail: [email protected]

R. Marzooghi PhD, Associate Professor, Department of Curriculumn, College of Education & Psychology,Shiraz University, IranEram Avenue, Shiraz, Iran

M. Fouladchang PhD, Assistant Professor, Department of Educational Psychology, College of Education & Psychology,Shiraz University, IranEram Avenue, Shiraz, Iran

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THEORETICAL ARGUMENT OF CONTEXT OF SUPERVISION’S (PROFESSIONAL CONSULTATION'S) IMPROVEMENT OF PROFESSIONAL COMPETENCES IN SOCIAL PEDAGOGY

Zenija TruskovskaRezekne Higher Education InstitutionE-mail: [email protected]

Abstract

In Latvian public space and professional environment of social work specialists, there is still urgent discussion regarding supervision in social pedagogy: i.e., regarding professional consultation, its reasoned necessity, models, functions, forms and methods, as well as its implementation's solutions for prospective social pedagogues’ study process of vocational education and provision of Professional practice. There is still an open question regarding terms: supervision, professional consultation, mentoring, a.o. The target of this article: to carry on theoretical research on choice of more appropriate concept to Latvian cultural environment in correlation with competences’ improvement of prospective social pedagogues. The research is being carried on within the framework of doctoral thesis and is based upon theories and cognitions of scientists (Hess, 1987; Bardins, 1987; Kadushin , 1992; Yelloly, Henkel, 1995; Preston, Walker, 1992; Robinson, 1936; Meskons, Alberts, Hedouri, Greisler, Hege , 1999; Jakovecs, 1999; Sidikova & Adžibekova ,2000; Fatanova & Šļahta, 2000; Šiļņeva,1998, 2002, 2006; Andrijenko, 2002; Plaude,2003; Katane, 2007; Krugļija, 2008 a.o.) and practical workers of this field (Rodžerss,2000; Reinsberg , 2004; Maksimovs, 2004; Apine, 2004; Lāss ,2005; Lukašinska , 2006; Upnere , 2006; Āboltiņa, 2005, 2006, 2007. a.o.) Key words: supervision, mentoring, professional competence, social pedagogue, professional competences, professional socio-pedagogical practice.

Introduction

Practice of social pedagogy is a kind of professional practice, where there is carried on a socio-pedagogical activity. Typical spheres of activity results from comprehension of social pedagogy, i.e., by understanding it as additional support within the sphere of social upbringing in all case, when family or education institution is not able to ensure optimal socialization. Social pedagogue is a professional, who puts his/her knowledge and skills into effect within the field of socio-pedagogical practice, promoting socialization of children and youth (Dictionary of terminology of social work (Sociālā darba terminoloģijas vārdnīca), 2000).

During the last decade, Latvia has activated activity of social institutions and organizations, among them, more attention is paid to helping professions’ – social workers, social pedagogues, psychologists, a.o., specialists’ vocational education and training for professional activity accordingly to rapidly-changing demands and needs of new 21st century. Members of helping professions, including social pedagogues, have to have in hand wide arsenal of professional instruments – skills, acquirements and knowledge about human from fields of medicine, psychology, sociology, pedagogy, economics, ethics, legal and other sciences. Exactly the knowledge in mentioned sciences, as well as in methodology and technology of social pedagogy and ability to use them creatively, being based on features of personal character, that are necessary for a

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professional in social work, is characterized as professional’s preparedness for professional activity. In its turn, professional educating of social pedagogues and their training for professional activity should be considered within the context of present social policy in the country for the present historical period.

The given article is drafted as an insight into theoretical research, being performed within the framework of doctoral thesis “Development of competences of social pedagogue in the process of professional activity, ensured by the supervision (professional consultation)" by its target - to theoretically fortify and develop the didactic model in vocational education of social pedagogues.

Insight into theoretical cognitions

Article’s theoretical guidelines are based upon cognitions of scientists and practical workers, mentioned below.

The aim of the supervision is to teach, educate and manage, evaluate supervisees, indirectly promoting quality level of services by his/her supervisees (Kadushin A,.1992;Taibbi R.,1995;Hess A.K.,1987;Rodžerss M.E.,2001). In terms of content, supervision is devised for giving possibility to professionals of social work and social pedagogues to perform their professional duties and do it coordinately, besides it allows workers, by intensively using their professional identity,to improve the accomplishment of tasks of social work, in that way making the practical part of social work easier and increasing its standards in several fields (Lowy,1983;Rodžerss,2000)). Many supervision definitions of emphasiezes the educating aspect of supervision (Encyklopedia of Social Work;Robinson,1936;Harkness,Hensley,1991;Hess,1987;Sociālā darba terminoloģijas vārdnīca, 2000). Sonia Zong (Zong.,1997) stresses that regular professional development is obligatory standard for modern professional workers and that supervision could be considered as one of the methods, passing on professional knowledge, skills and values. It substantiates the necessity of supervision implementation in educating process of studious social pedagogues.

Western and Eastern scientists consider the competence as integrative concept, marking out different levels of acquirement and expression ( Meskons., Alberts ,Hedouri.,Mitina ,2002), however, as the basis of pedagogy's and social pedagogy's professional qualification there are mentioned three competences: instrumental, reflexive and social competence (Greisler.,Hege,1999; Plaude.,2003). The instrumental competence shall be acquired during the study process, steadied by professional practice, but as for acquisition of reflexive and social competences, having direct connection with professional identity and competence, it is not enough to have academic studies, they are being improved by supervision or practice, assured by professional consultative support, which confirms with conventional conception of all-inclusive social work practice ( Plaude.,2003). Given cognitions are reflected more wide in author’s previous articles (see Bibliography)

The target of this article: to carry on theoretical research on choice of more appropriate concept to Latvian cultural environment in correlation with competences’ improvement of prospective social pedagogues. Research methods: Analysis of scientific literature and other sources.

Perception of Used Terms, Comparative Analysis

There are two terms mainly used in social pedagogy within the context of development of professional competences: supervision (professional consultation) and mentoring.

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Both terms are used in public space in relation with support, development and personal development of new professionals. The term “supervision” in relation with support, development and personal growth of social pedagogues has not strengthened within the community of Latvian scientists (in contradistinction to practice of social pedagogues – author’s comment), that has encouraged the author of this paper to perform this research.

Quiddity of Mentoring

The origin of the word mentor is not clear enough; it has no equivalent in Latvian language. In English language this word means an adviser, smart and knowing assistant, who is ready to share experience to others and who has competence to do it. Homer’s poem “Odyssey” informs about smart goddess Athena, who assumed the appearance of Odyssey’s friend Mentor, while Odyssey was going to war of Troy, in order to help Odyssey’s son Telemach. Dictionaries contain following explanations: “…experienced adviser, being trusted by a person yet without the respective experience”. (Oxford Advanced Learners Dictionary); “...smart consultant, educator, and teacher”. (Chambers English Dictionary); “... a person, who teaches and gives, advises in a certain period of time”. (Cambridge Concise Dictionary) (according to Mentoringa ABC,2008.)

Mentoring could be viewed both, as a method and as a process. Mentoring is a method, which is based on individual’s opportunity to develop, acquire in practice-proved experience and contacts, that help to reach set objectives more easily and quickly and to improve own professional skills. Mentoring is a process, in which the receiver of experience and mentor collectively search for solutions of problems or reaching of set objective by discussions, advices, exchange of knowledge. Mentoring is a stimulus, which, by using the knowledge and experience of the experienced mentor, makes the experience successor to evaluate his/her opportunities, resources and to use them for solving of particular problems or accomplishing a purpose (Konstantinova, 2007; Mentoringa ABC, 2008.). Same sources contain an opinion, that comprehension regarding the mentoring is different; therefore it is possible to settle several types of mentoring (see Table 1).

Table 1. Types of Mentoring (according to Konstantinova E., 2007)

Type of mentoring DescriptionMentoring in business Experienced entrepreneur (mentor) shares his experience,

knowledge and contacts with new or prospective entrepreneur – experience successor

Career mentoring High-level professional or experienced entrepreneur helps new, prospective careerist or new entrepreneur to develop career and entrepreneurship

Mentoring in entrepreneurships, education institutions

The elder and most experienced workerss of the company help new colleagues, it can be called also as work training (in Scandinavian countries companies attract retired company’s workers, who help the new ones by their advice and experience, it promotes senior’s desire to work and makes them feel necessary).

Mentoring in public organizations

Members voluntarily share their experience both with members of their organization and interested persons outside the organization, in this way fulfilling own professional skills and life experience;

Mentoring of adults and children

Adults voluntarily help children; perform a kind of uncle’s, aunt’s duties.

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Mostly the programs of mentoring are developed for: Enterpreuners Pedagogues Projects of social character, for instance, for unemployed persons, mothers

after leave for child care, persons in preretirement age, persons with special needs, also those groups that has problems by incorporating into Labour Market, etc. (Konstantonova,2007;Mentoringa ABC,2008.).

Scientific literature considers necessity for mentoring as a support system, also in the following aspect: each worker – superior or employee, when starting or continuing (but only in a new status) a work in an institution or company, goes through three phases:1. Adaptation is a process, where new worker becomes acquainted and gets to know the social norms of the organization, system of values, norms of behaviour and way of communication. He/she firstly gets acquainted with socio-psychological processes of the organization – emotional disposition, structurization, activities and polarization, as well as the social environment; he/she evaluates and accepts or does not accept it. Also the workers of organization get acquainted and evaluate the new employee or superior, consequently he/she can be welcomed of left on the mat;2. Individualization ensures individual’s opportunity to self-realize. If workers of the organization can not accept new worker’s qualities of psyche, behaviour, orientation of values, knowledge, skills and abilities, there could appear situations of conflicts, division and polarization;3. During the process of integration, there happens exchange of personality’s peculiarities, adoption of features of other individuals (Garleja, Vidnere, 2000.).

One of the most effective ways of support for leaders of new education institutions is mentoring – process, where the mentor (experience transmitter) and experience successor are cooperating in order to reveal successor’s dormant abilities and gifts, to help to cultivate and develop them, as well as to offer psychological support. Mentor responds to needs and problems, which the experience successor finds critical, in order to improve accomplishments and to guarantee fruitful activity in future for achieving of organization’s and personal goals. Gradually there is created a tie between them, it gives new leaders a sense of safety, stimulates to develop and offers support for problem solving and professional perfection. Mentoring could be realized in two ways – individually and in groups (Jūsela, Lillia, Rinne, 2005.).

Mentoring has two directions. North American mentoring mostly stresses career development, not person’s general, individual development. Mentor is placed on the highest level of hierarchy (experience successor is in the role of inferior) and his duties include managing of experience successor. In European mentoring the mentor has bigger experience, but not obligatory a higher position. Mentor’s activity has not tendency to manage, but to support, in order to let the experience successor to improve his/her knowledge, perfect skills and to succeed in work (Jūsela, Lillia, Rinne, 2005).

Usage of all mentioned forms would promote the increase of mentoring efficiency.

Consequently, we can make a conclusion that mentoring as support of a professional, is mainly connected with entrepreneurship, career development, besides it is widely used in education as well. In the beginning of the century, Latvia overtook the good foreign practice to develop the movement of mentoring for provision of education process, whereof the following information approves it:

Minister for Education and Science, Tatjana Koķe, when participating in European Union Informal Education Ministers’ Meeting in Goteborg, was

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defending necessity for development of support system for new teachers and leaders of education institutions by developing movement of mentors at schools.

Statement of reasons: a) Excerpt for comparatively large number of young people, studying in study programs

of pedagogy, less and less of graduated students decide to join the Labour Market of pedagogical workers, as well as a large number of new pedagogues leave education system after the first school-year. Wherewith it can be concluded, that profession of teacher loses its attraction just at the beginning of working. There could be mentioned several reasons for that – for instance, insufficient practical training for work at school: “If theoretical knowledge of the subject is sufficient, then for practical pedagogical work and upbringing new teachers are ready neither theoretically, nor psychologically. Therefore it is necessary to receive methodological support and help from experienced and talented colleagues.”

b) As a reason for loosing attraction during first years of work, there is also mentioned competition with experienced colleagues, nonbeing of mentoring, insufficient support from school’s leaders, insufficient resource and social provision. One of the ways, how to attract and hold both, the new and talented and talented experienced pedagogues, is development of mentor movement by creating support system for new teachers and leaders of education institutions and training teachers – mentors. Latvian pedagogues has opportunity to perfect their knowledge and acquire

colleagues’ experience, also by using funding from EU Structural Funds, participating both in further education and continuing formal education.

On European level it would be advisable to improve further education program for pedagogues and leaders of education institutions, among them also international programs, at the same time promoting distance education programs and exchange of experience, also EU Lifelong learning program 2007-2013 (Viewed on 05/07/2010 http://zinas.nra.lv/latvija/izglitiba-karjera/2976-koke-skolas-jaattista-mentoru-kustiba.htm?act=print).

Table 2. Mentor’s functions and tasks (according to Konstantinova, 2007)

Education mentor Helps prospective and new teachers to start working at school and higher education institution

Mentor for first year of work Introduces new specialists with workMentor of further education Experienced worker helps colleagues to acquire new

skills and accustom themselves with changes, promoting their further education

Mentor of acquisition of professional qualification

Helps to get new qualification

Administrative mentor Educates leadersMentor-expert Helps to acquire a hobby or obtain a new professionMentor of changes Helps in managing of new projects, performing of new

duties and implementation of changes

In Latvia, mentoring develops as support system for ensuring of qualitative field practice. Mentoring movement begun in 1999, bet mentoring as a system started to develop by 2002, when British Council started a project "On coordinated and effective pedagogical cooperation of higher education institutions and schools for teacher’s education.”. Its target is to train professional leaders of students’ practices at schools – mentors, who would help prospective teachers to adapt themselves and to become welcomed in their professional environment. In its turn, mentoring is rendering of support

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to student or new teacher in order to ensure his/her development and allow to adapt in his/her professional environment. Depending on the fact, who is the receiver of professional support, when and for how long period, as well as what is mostly stressed, there could be distinguished mentor’s functions and tasks (see Table 2).

Field of activity

At the present moment In Latvia there is noon systematical education program for mentors. In 1999 was started training of mentors by one-week course. The aim of this course was to increase understanding regarding the importance of mentor’s role in higher professional education of teachers, and to promote the acquisition of mentoring skills. In 2002 similar courses (220 hours) were finished by 59 mentors and they received certificates of qualified mentors, being approved by the Ministry of Education and Science of the Republic of Latvia. After these courses, there were chosen 13 mentors, who were trained as educators of mentors. In 2005 these educators led mentor courses for teachers of different subjects in several places of Latvia. Mentor duties include responsibility for vocational education of prospective teachers during their professional practice with a purpose to train teachers, who could be able to think analytically and critically. Mentors help prospective teachers to plan their lessons, scrutinize and analyze them together with teachers. They also give total evaluation of prospective teachers’ practice to higher education institution. (Mentoring in Europe: Latvian prospect. (Viewed on 27/07/2010 http://www.menttime.tsn.at/cms/upload/pdf/00_druk_mentors_ latviski.pdf).

Term “supervision", its comprehension and putting into practice

Already at the beginning of the first decade of 21 st century, when regulatory enactments legitimize the term “supervision” as integral part of social work theory and practice, and social pedagogy, as we know, is attributed to social work, but not to pedagogy, the issue of supervision became urgent and up-to-date, that at the same time is very good and complicated process. It is approved by the following facts:

Latvian legislation prescribes that starting by the year 2008 supervision is an obligatory measure of social workers, and, in order to work as a social worker, social pedagogue, corresponding professional education should be acquired.

The proportion of educated social workers, including leaders, has reached “the critical mass” and at the present moment the majority of social workers, social pedagogues understand the supervision as “normal” professional component.

Riga municipality was one of the fist, which made it possible for inferior specialists of social work to receive supervision. This practice rapidly spread and already social pedagogues of Riga, Madona municipalities and other places of Latvia were ensured by supervision. (Viewed on 05/07/2010 http://www.e-skola.lv/gadagramata/2004/8_SOC_PED.doc);

The place and role of supervision in practice and theory of social work, as one of professional support’s opportunity for social workers, social pedagogues and other representatives of supporting professions, consolidated by beginning to train supervisors in 2005 in Latvia and by establishing of supervisor’s association, ensuring this service.

Professional services become more complicated. By the level of responsibility for the process and results of professional activity, also stress, burning out and disappointment regarding profession, because, as we know, especially in social work, socio-pedagogical activity the positive results could be awaited for months

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and years. According to cognitions of scientists and author’s professional experience, 5-7 years long professional practice in the field of social work is a period of crisis, a threshold, when there is search for professional support – supervision. Not so long time ago it mostly was consultation and support of psychologist, psychotherapist. (Viša, Viewed on 05/07/2010, www.supervizija.lv/get.php?id=27).The appearance of supervision is related to establishing of charity organizations

in Europe and North America in 19th century, and their joining by large number of volunteers . Supervisors – overseers of volunteers were also teachers and innovators, who introduced improvements. Appeared new organization’s forms of activity, work methods and interventions, were posed professional standards in order to delimitate. Due to increase of power of supporting organizations, demand for support and clients' needs, supervision became an important process of social work. It drew attention to the fact that these specialists have a necessity for additional education and development of their skills. Development of social work and increase of social problems draws attention the fact that those workers, who did perform their work well and with enthusiasm, still need additional specific knowledge and support in order to make the offered service and support adequate and qualitative (Smits, 2008 ,Levāne,2008).

In relation to supervision issues, Mark K. Smith mentions “learning through doing” It makes necessity to realize acquired knowledge in practice besides acquisition of theory. Only in practical work the quiddity of supervision becomes apparent. Practice shows whether/which theories work in practice, which situations work/doesn’t work, why. In author’s opinion, this way of learning “through doing” is conformable both, for students and for specialists-entrants of social work and is appropriate for acquisition process of supervision.

In author’s opinion, since there is still no unified explanation for the term “supervision” in social pedagogy, it also makes difficulties both for theoreticians and for practical workers. To a great extend, the method, used in practical social pedagogy, is derived from psychotherapy and it would be explained in following way: id est. monitoring, specialist’s training and counselling, pointed towards ensuring social pedagogue’s professional activity’s efficiency and quality. The necessity for supervision could be fortified:

- firstly, the specialist have to participate in professional interaction with people of different social categories and groups (social pedagogue – adolescent, social pedagogue – parents, etc.);

- secondly, it could be experienced specialist’s monitoring and supervision of new specialist’s professional activity;

- thirdly, interaction between more experienced and less experienced specialists for professional improvement of the latter.

Specialist, who has acquired the method of supervision, is called supervisor. Supervisor performs analysis of structure and activities’ stages of socio-pedagogical interaction, being based on specific principles of supervision, inter alia, follow the principle “what I see, hear, feel”, as well as choose the focus of supervision accordingly to supervision’s demands from supervisee’s and supervisor’s experience (Saltikova-Volkovič,2004) (see Table 3).

Table 3. Supervision’s Focus

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Focus DescriptionSupervision of social pedagogue’s activity

Social pedagogue’s condition during the process of activity, emotions, feelings, changes of condition in orientation towards the target

Supervision on the client’s level

Condition at the beginning of socio-pedagogical activity, changes in it during the interaction, condition after the end of the process

According to cognitions of Eastern scientists, from wide choice of methods, forms and technologies for training of new specialists, there could be marked out so-called reflexively-managing technology of professional and individual development of social workers and pedagogues. English-speaking countries has a term for naming it – supervision, but its performers (pedagogues, trainers, pedagogues of sphere of social work) are called supervisors. Supervision is used as individually-creative approach for training of new specialist for professional activity. During the last decade, also the higher education institutions of Eastern countries pay attention to it when training specialists (Андриенко, 1993; Давыденко, 1995; Исаев, 1993; Кулюткин, 1993; Маркова, 1997; Сластенин, 1998; Шиянов, 1991; Шмелева, 1997; pēc Saltikova-Volkovič, 2004).

The quiddity of this technology is the following – the aim of supervisor’s and student’s mutual activity is to develop supervisee’s skills of self-regulation, self-restraint, self-organization, self-development in professional instructional activity. If we would consider the study process at higher education institution within the context of individual-individual, then exactly by the reflection the supervisor’s impact on supervisee student will increase. Both, the individual and group supervision is tended towards the reflection of learning process’s individual’s (student) internal and psychical conditions, at a great extent forms student’s subjectivity, “internal supervisor”, promotes efficiency of professional activity, which, in its turn, becomes apparent in self-realization and development of prospective specialist. Besides, the necessity for self-adjustment, self-realisation a.o. becomes as a source of individually-significant person's active activity, being pointed towards development of himself and other people (Рамон , Доэл ,1995; Бридж ,1996,Максимов,2004, Климова, 2008).

Latvian scientist Plaude I. (2003) when writing about supervision uses explanatory term professional consultation, putting it into brackets. In author’s opinion, supervision is a consultation of social pedagogues within their professional activity. The aim of this working form is to help social pedagogues to consider and understand their concepts, methods and techniques in work situations. Even during studies, supervision is an appropriate form of consultation in order to evaluate different projects and practice activities. By supervision it is possible to achieve critical distance and affirmation or criticism for owns practical activity (criticism in supervision by social pedagogues is waited as least one - author’s comment) Supervisor, called also as a professional consultant, uses concepts, methods and work approaches of social pedagogy. Supervisors’ work specificity is prescribed by the fact that they advise the counselors. Author speaks about competences of social pedagogue as a professional, and it is not a statical quantity, but constantly improvable one, also in socio-pedagogical supervision or professional consultation.

The author is of the opinion that supervision should be considered more widely – within the aspect consultant-for consultants. Namely, it is mentoring and observation of other colleagues – social workers, social pedagogues, psychologists, therapists, pedagogues, etc., by their experienced colleague, analysis of their strong points and

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weaknesses, analysis of possibilities for elimination of their mistakes, etc. In this case the supervision could be characterized as a support system for specialists of helping professions. Especially the representatives of helping professions due to their work specificity most frequently are brought under emotional and professional burn out, where the emotional burn out should be considered as an original safeguard of human psyche. Even if the specialist is a great professional, he also needs professional help and assistance. Since the supervision has derived also from psychoanalysis, today's supervisors often have to choose between two approaches. On the one hand, supervision is understood as teaching and learning situation, on the other hand – therapeutic, since there is performed work within intrapersonal individual context, when frequently the supervisor meets challenge to work with supervisee’s intrapersonal problems in order to make them not to disturb supervisee’s work with his clients. However, we have to focus on training situation, because on its merits, supervision is not a therapy or self-analysis, although to a certain extent this process includes some therapeutically-correcting functions. Consequently, main function of supervision is to support and advise prospective specialists, to make it possible to reflect regarding professional activity, professional behaviour and ethics (Ховкинс, Шохет ,2002; Булюбаш,2003).

In author’s opinion, specialists of social work find urgent the issue regarding supervisions’ relation to counselling, advising and other methods, being closely related to psychotherapy. The authors, mentioned below, connect the development of these methods with training elements of different specialists (pedagogues, social workers, etc.), within the process of acquisition of informal education and professional improvement, where there dominates analysis of self-appraisal, practical activity, etc. Consultative supervision is related to development of counselling. Supervisors’ activity could be related to theory and practice of counselling models, being added to supervision. Author considers that counselling is a tool of supervision. Sessions of supervision, focus of which is pointed on counselling, is indicative of organization’s necessity to care for employees' emotional state, psychological climate that would improve the quality of their cooperation/interaction with clients. It can not be excluded, that supervision’s focus of session could be changed and adjusted to the situation, being demanded by counselling. However, this transition could face special risks, making it possible to “glide in” field of other specialists without corresponding knowledge. Wherewith the started counselling could be unsuccessful, useless and traumatizing for the supervisee. Such supervision requires very good and professional supervisor’s qualification. (Smits, 2008; Levāne, 2008).

Authors draw attention to the connection between mentoring and clinical supervision. In particular environment, context, the supervisor is required to be a practical teacher, mentor. His/her task then is not only to promote and ensure opportunity for supervisees to reflect their practical activity, emotions, to develop new understanding and ways of working. Mentor’s additional task is to teach supervisees how to act in particular situations or to offer theoretical insight into some occurrence, situation or specific event. This statement gives opportunity to consider and analyze, how much the supervisor can advise, teach and consult the participants of supervision (Smits, 2008; Levāne, 2008).

Author’s practical experience approves the fact, that frequently the supervisees consider it as a necessity to receive practical advises from the supervisor, how to act in particular situations, therefore it can be concluded, that there is no such fixed border where the supervision ends and where the mentoring or professional consultation starts . Supervisor has to feel it by himself and it depends on his knowledge, applied technologies within the framework of some particular concept, and practical experience.

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Conclusions and Discussion

1. The majority of the authors explain supervision, mentoring and professional consultation as a tool for training of new specialists of social work and other fields for their professional activity, as a support system also for experienced specialists of helping professions, as a tool for knowledge transfer, that consequently reduce the gap between theoretical knowledge and practice.

2. Supervision is characterized both as a method and process of interaction, where there are applied methods and technologies of professional consultation, as well as in relation with professional practice of prospective specialists, their mentoring, that still causes discussions in public space regarding the usage of more appropriate term regarding the professional training of social pedagogues.

3. Social pedagogues, accordingly to existing Latvian legislation, are “placed” into field of social work, where basically they incorporate, therefore it is the time for all parties, which are involved in training of prospective social pedagogues, to agree upon united system of professional training and support, namely, - supervision, which in used in such comprehension in those countries, from which Latvia adopt this experience of social work.

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Kadushin, A. (1992). Supervision in Social Work. 3ed.-new York:Columbia university Press,p.473

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Климова, А.В. (2008). Супервизия как форма сопровождающего консультирования развивающегося профессионала. Viewed on 27.07.2010. (http://ags-vologda.ru/download/Publ_2008/Klimova_superv.pdf).

Максимов, В. Е. (2004). Коучинг от А до Я. Возможно все. СП. Изд-во «Речь».

Митина, Л. (2002). Психология развития конкурентоспособной личности. М.: Московский психолого-социальный институт, 400 с.

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Zenija Truskovska PhD student of Rezekne Higher Education Institution, LatviaAtbrivosanas aleja 115, Rezekne, LV-4601, LatviaPhone: +371 64688497E-mail: [email protected]

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ADOLESCENT WITH LANGUAGE IMPAIRMENT SOCIALIZATION PROBLEMS IN LATVIA

Svetlana UscaRezekne Higher Educational Institution, Latvia


Velta LubkinaRezekne Higher Educational Institution, Latvia


Abstract

Nowadays, each individual’s social skills become more important, learning to determine each student's socialization in the future. Adolescents, who have the primary language development disorders, social skills are often faced to difficulties As a result of the wrongly organized learning process, in time forgone quality specialist assistance, weak educational activities these students will not be able to fully use their intellectual capabilities later in life, and their success will be jeopardized socialization. The economic crisis has aggravated the situation. The research has been carried out at two levels: theoretical, which analyzes the Latvian legislation related to adolescents with language disorders education opportunities; conducted two educational opportunities – in the boarding The main emphasis has been placed on inclusive education, which is at the beginning in Latvia and the treatment of adolescents with language disorders often takes place mechanically. Language disorders and the consequent disruption of secondary effects on the socialization process have been analyzed; empirical, to see whether the overall school has been implemented inclusive school principles, conducted interviews with native teachers in content analysis, which led to identification of objective and subjective obstacles that hinder the success of teen socializing with language impairment. Key words: adolescent, language disorders, socialization, personality development, secondary disorders, inclusive school.

Introduction

Contemporary socio-economic situation, the integration of society as possible be read not only a national but also in European and world context where the economic crisis and its effects, a result of decreased labour market, each individual's social skills becomes more important both in the personal and career field, their learning by each student socialization, the quality of the future, therefore, a learning process is unthinkable without the targeted skills.

Adolescents, who have primary language development disorders, are often accompanied by a secondary disorder cognitive activity, behaviour and communication. These students often come from social risk groups and the socially marginalized. The authors' opinion in the result of the learning process improperly organized, timely foregone quality specialist assistance, weak educational activities, these students will not

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be able to fully use their intellectual capabilities, their success will be jeopardized and the socialization and self-realization later in their life.

K. Baker (Baker, 2002) points out that statistics on children with language disorders are very different, it is considered that these disorders are in every twentieth or even fifth child. Data of the percentage of primary school pupils found the language disturbance or consequences are not collected in Latvia. Analyzing internet resources, we see that 15-20% of primary school pupils have language and speech problems (logoped.palestra.lv) that 2008./2009. 30% of first form students have a language disorder (www.ielasbērni.lv). State Special Education Center in 2008/2009 school year of statistical data on pre-school age children in educational institutions shows that of 56 710 children who take general education preschool program, 9% or 11 160 teachers in collaboration with children's support team has found a different kind of distortion. 8 936 of these or 6% of children is speech and language disorders (www.vsic.lv).

In describing the causes of language disorders, special education teachers' views are also different (1.tab.)

Table 1. Latvian and Russian specialists’ knowledge of the language disorder causes

Latvian special education teachers' views

Russian special education teachers' views

organic nature center defects (brain speech center ,primary auditory disorders;

functional nervous disorders (logoneireoze);

peripheral origin of organic nature (tongue, jaw, teeth, hard and soft palate) disorders;

other functional disorders (Liepiņa, 2003)

deterioration of the ecological situation; iodine and flora deficiency; the number of pathological childbirth

increase; children's health decline and increase in

child morbidity; poor social conditions (lack of

emotionally positive environment, mental trauma, prolonged psychologically traumatic situation in the family, etc.) (Трофимова, 2006)

Analysis of the Latvian and Russian special education, ka expert opinions on the causes of language disorders, we can conclude that economic crisis, increasing social risk group, increasing students with language impairment number. These causes during economic crisis may have been not only mentioned above but also:

parents' low levels of employment and the related depression; the low availability of medical services; parents going to move to overseas, leaving children in grandparents or

acquaintances, neighbours supervision; lack of investment into small schools.

The conducted research in the doctoral work and the results show that in Latvia, particularly in remote areas, not all primary schools, without saying about a primary school for pupils with language impairment, a sufficient quantity to qualified assembly professionals help is not available. 31 primary school teacher survey on support groups (speech therapist, psychologist, social pedagogue) to assist students with language impairment suggests that these students often do not receive skilled help, because, as the teachers surveyed, 13 cases of inadequate speech therapist assistance (for whatever reason - not enough work time), 7 cases, the school has no speech therapist.. Similar to the psychologist (15 cases, inadequate support, 4 cases, a psychologist is not) and social

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educator support (9 cases, inadequate in 6 cases - is not). Primary school classes for these students will already have been problems, not only the mother tongue, but also in all other subjects because all processes of thinking are associated with the language. Moreover, since the correction started in the later work, since it is more complicated, the resulting learning difficulties are not always able to avoid, but systematic and purposeful work can be mitigated.

Russian scientist A. Kornevs (Kорнев, 2001) believes that even in cases where a child with language disorders receive timely assistance for complex, language disorders cannot always be completely eliminated. The author mentions J. Schiffman data - if dyslexia is detected firstly in form 2 and the child receives timely assistance of a qualified, then the norm reaches 82% of children. If such a diagnosis is established for 3rd form, the rate reaches only 46% of the children, but if it is diagnosed from 5 to 7 forms - just 10 - 15% of children are able to achieve the standards. Czech researcher L. Cerny and Z. Zlab research results are still modest: dyslexia correction leads to significant improvements achieved in only 55% of cases.. Studies also show that serious reading and writing disorders are rarely completely eliminated - only 25% of pupils reaching the appropriate age level (Warnke, 2001).

The authors believe that the economic crisis with rising student numbers and language impairment is a danger that these students receive quality assistance package, which threatens their successful socialization of the future.. Exactly this generation will form the future society; hence greater attention should be paid to the education of students, creating favourable conditions for their language skills in the learning and advancement, with particular emphasis on communicative skills, thereby enhancing their social skills, which is one of the key prerequisites for socialization and development.

Literary Analysis

The world conference on education had excepted the appeal to provide basic education for all in Dzomsjen, Thailand,in 1990. It followed the 1994 World Conference on Special Needs Education, held in Salamanca, Spain, where inclusive education has been identified as a strategy to achieve the goal - education for all. In 2000, in Dakar, Senegal, the World Education Forum reaffirmed its commitment by 2015 to achieve a quality education for all. This commitment is also included in the UN Millennium Development Goals (Roulzs, 2006).

Latvia adopted several legislative acts which provide for children with disabilities, called the language impaired access to education according to their needs, Gotland (Table 2), have been initiated for children with special needs and pupils with special needs and inclusion and integration process in mainstream schools.

Authors' research indicates that students who primarily have language development problems, is the largest group of pupils to be included, because they are the least different from their peers and their inclusion in the minimum necessary investment of resources.

Latvian legislation in adolescents with language impairment provides two options for primary education: boarding schools and inclusive school environment. In the frames of the doctoral research the comparative analysis of the strengths and weaknesses of these two options have been carried out on, which is presented in figure 1.

Authors' experience suggests that the current socio-economic situation, there are two types of educational opportunities in Latvia, particularly boarding schools, teenagers learn a very severe language disorders, as well as adolescents with moderate to severe

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impairment of language from social risk groups, for various reasons, education and language instead of living adjustment is being parental negligence.

In further research, the main emphasis will be placed on inclusive education. Table 2. Main Latvian legislation in relation to students with disabilities educational opportunities for the introduction (the author chiselled)

Year Document Warranty20.11.1989. "Convention on the Rights of the

Child“Recognized the child's right to a standard of living taken for his physical, mental, moral and social development (article 27); Guaranteed access to education for all children (article 28) (www.humanrights.lv).

19.10.1998. "Children's Rights advocacy Law” Entitled to the living conditions and a favorable social environment that ensures the full physical and intellectual development (article 10); "All children of equal rights and opportunities to receive education according to individual capabilities (article 11) (www.vsic.lv).

29.10.1998. "Education Law" One of the key education target groups are persons with special needs (article 7);

guarantees special education programs for learning opportunities, (article 42) (www.vsic.lv).

10.06.1999.. "General Education" Special Education creates opportunities and conditions for learners with special needs to obtain their health, ability and level of development of an adequate education in any educational institution, while providing medical and educational-psychological adjustment of preparedness for work and life, (article 49); Learners with special needs in special education programs may be taught special education institutions or classes, or, (article 51); Learners with special needs in special education programs can be acquired through the integration of universal primary education and secondary education institutions which are eligible as collateral (article 53) (www.vsic.lv).

21.10.2003. Regulations of Cabinet of Ministers of LR nr. 579 "Regulations on the general primary and general secondary education institutions in accordance with special security needs"

Learners can be integrated into the educational institutions which implement the licensed special education programs, general education class or classes open only to students with special needs. Among the students are well integrated in students with language disorders, which are found inadequate system of language development in grade I-II, alalia, aphasia, dysarthria, rinolalia expressed dislalia, highly expressive language disorder, receptive language disorder, expressed dyslexia, dysgraphia, expressed logoneurosis. General education special education classes taught from 8 to 12 students and teachers should be a specialist of the other subject – a speech therapist. If the language learners with disabilities are integrated into general education classroom, the learning space is provided for not more than 20 students and need a speech therapist (www.humanrights.lv).

04.07.2006.. Cabinet Regulation No 564 "Regulations on the Latvian National

National objective to provide educational opportunities for everyone in all Latvian regions

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Plan for 2007 to 2013" (www.likumi.lv). 12.03.2008. Cabinet Order Nr.120 "The reporting

of the Latvian National Development Plan 2007 to 2013, the implementation of the tasks'

Improve special education infrastructure (www.likumi.lv).

Figure 1. Strengths and weaknesses of two options for adolescents with language impairment basic education possibilities obtaining in Latvia (S. Usca)

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Boarding school

Weaknesses

schoolchildren are in some kind of isolation, disconnected from real life, thus the loss of motivation to learn the necessary social and living skills;

alienation from family; parents outs of children's

daily lives.

InclusionStrengths

education on the place -program development and realization of the students' needs instead of his life, opportunities for continuing education;

comminication open environment-options-open environment of communication options to communicate with various peers and adults in different living situations;

daily contact with "real" life problems to tackle;

majority of cases of parental involvement.

Weaknesses

speech therapist shortage or lack of consultation, in the majority of cases, the main of the language correction work is borne on the native language teacher's shoulders;

not enough teacher preparedness and lack of experience in working with adolescents with language disorders;

not enough financial and human resource support;

methodological developments inadequate to deal with adolescents with language impairment.

Strengths

primary education by the specially designed training program for students with language disorders after the completion of further training is possible; adolescents with language disabilities are provided regular professional (speech therapist, psychologist) advice; all school subjects, teachers are prepared to work with students with language disorders;all subjects and extracurricular activities focus on teacher-language correction work.

To the adolescent with language impairment of general socializing school success, it is necessary to realize the principles of inclusive schools. Describing the inclusive education, I. Kārkliņa (Kārkliņa, 2007) recognizes that inclusive education is a flexible and individualized system of support for children and young people with special learning needs (disability or other reasons). Inclusive education recognizes and acts on children and young people's needs and the diversity - including the different learning types and speed. This can be achieved through individualized teaching methods, application of training plans, as well as the adaptation of teaching materials.

Nīmante D. (2006) means a number of preconditions that are necessary for schools to be really inclusive, such as the cooperative attitude - to help students feel safe, protected and owned high-quality teacher-child relationship where the teacher really wants the child support and to help him, secured necessary resources, etc.

Latvian inclusive education is still at the starting stage, there are many problems that threaten adolescents with language impairment in smooth, so sometimes it is mechanical.. Reason is that not necessarily the language disorder is detected early. Taking into account the fact that the specific reading and writing disorders have been often detected only at 9 - 12 years of age, but in accepted "Master Model speech therapist working in general education establishment” in 2004 is said that the overall school teacher speech therapist working with children who are diagnosed with the language system underdevelopment, phonetic disorders , logoneurosis, phonetic pronunciation problems, reading and writing disorder, till the fourth form (www.humanrights.lv), students with language disturbance expression appears early in elementary school, remain outside the sight of the speech therapist. If the native language teacher or parent does not see logopedic problems and do not seek professional help, the adolescent with language impairment failure of training is defined as an unwillingness to learn, laziness, lack of motivation, etc.

Analysis of the Latvian education system, "the total Latvian Memorandum on Social Inclusion" (2003) outlines the problems associated with social risk and children with special educational needs possibilities: not equally available to educational services for children with special needs,

children from low-income or families at risk of social exclusion; residents, particularly from marginalized groups lack the financial and material

resources to provide quality education for their children; low levels of children with special needs in the proportion of integration in

mainstream schools (www.likumi.lv). Taking into account the circumstances of the crisis and the Latvian difficult

economic situation, it seems that in 2003 recognized the problems are not resolved, they have been rising. In 2009/10 because of most school funding shortfall a speech therapist rate will not be paid. The rights to acquire their own capabilities and language appropriate level of development of education for students with language disabilities are at risk, low income and social risk, the family is unable to pay for the services provided by private specialists, many children are not generally the time of diagnosis, a pupil's language disorder severity of the correction lies with the native language teacher's shoulders, thereby increase his responsibility for the learner language development and socialization opportunities for the future.

To understand what kind of assistance to adolescents with language disorders needed and how to realize the socialization process in the future to be successful, you need to understand the nature of the process and highlight their skills in adolescents with language impairment would be most necessary. H. Gudjons analyzed Tillemann and Hurrelmann socialization explanation of the term and its specifications (fig 2).

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Analyzing the variations of the various authors about the socialization objectives and content (Vorobjovs, 2002), the role of school in socialization process (Bernstein, 2003; Lekrojs, Deilija, Miligens, 2001; Garleja, Vidnere, 2000), social skills (Anderson, 2004), it has been concluded that the personality development of adolescence, for this age group acquired social (communicative and organizational) skills to a large extent will influence the quality of socializing in the future.

Figure 2. Explanation of the term socialization (Gudjon, 1998)

The formation of social skills is complicated by the fact that the creating EU image takes place at the same time. The changes of the personal characteristics cause radical changes in other people, hence his own perception and evaluation. From the way the teenager evaluates himself; his behaviour depends on (Vorobjovs, 1996). The efficient problem has appeared: adolescents with socialization difficulties, those who "jumps out of frame "and the public's perception of them is that they cannot be adjusted, as most will not change the behaviour and it is unpredictable. But the reality is that is the public attitude and lack of understanding adolescent development issues are often the reason that adolescents are bound in this negative "stamp" (Reiter, 2008).

As for adolescents with language disorders, it should be noted that in addition to age group characteristics that have observed the development of specific features, which are determined by the language of distortion type and severity, and affected both the adolescent's personality development and learning process, and the socialization process.

To reduce the proportion of these specific features early language disorder diagnosis and targeted corrective work, according to the seriousness of the offense would be important. Moreover, language disorders are caused by secondary problems (tab. 3). In

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socialization

Tillemann Hurrelmann Gudjon

Socialization is the society set of influences on

human personality development

Socialization is the emergence of personality development

process and the interdependence of society's

social and physical environment, based the three perspective s- the subject of

institutions and culture-oriented

Socialization is realized interaction, communication and activities. Divided into stages:

primary (eg, family), secondary (eg, school) and tertiary (eg,

occupation). School socialization effect of refuge following areas: the school

system, school atmosphere, the relationship pupil - the pupil and

the pupil - teacher, communicating, learning content, applications and

progress evaluation system

more severe language disorder, as secondary disturbances are more evident because they influence adolescent school achievement and socialization.

Table 3. Language disorder caused by secondary problems (the authors’ set up)

Secondary disorder

Problems investigators’ varity

cognitive impairment

Primarily not developed a secondary language system disorders, affecting cognitive functioning - underdeveloped part of all languages, limited in time and spatial perceptions, lack of attention focus and concentration, decreased levels of communication, lack of ability to draw conclusions, identify the causes and consequences of interdependence. Compared with peers, there is cognitive activity and its structure included in the process of reduction: less memorizing and reproducible volume of material, unstable focus, the mental process of exhaustion, communication and understanding of the realities of the fall, the difficulties of a generalization of the robust and the related question (Трофимова, 2006). The learning process gets: the problem with the perception of verbal instruction, low self-control, low mental capacity to work, get tired quickly, easily excitable, emotional fugitive, they have a low capacity and poor attention (Бородулина, 2004).

Behavioral disorders

Emotionally reactive, they often show neurotic reactions, behavior characterized by negativism, irritability, aggression, or, conversely, excessive bashfulness; indecision (Бородулина, 2004). Students with reading and writing disorders 8, 13 and 18 years of age there is a pronounced shift of development (results of epidemiological studies have shown that 8 year olds is 43.2% of cases, 18 years - 34.4%) If these children grow disadvantaged socio-economic environment, adolescence increases the risk that they will become offenders (Warnke, 2001).

Communication disorders

Language disorders makes it difficult to communicate with adults, disturb the social relationship with the outside world, creates a sense of exclusion and loneliness (Трофимова, 2006). It is difficult to them to contact with the obscure or unfamiliar people, it is affected by the delivery of social and domestic nature of knowledge, difficult adaptation, preparation of an independent life in society (Разуван, 1987).

As a result of secondary disturbance learning motivation of precipitating factors do not work, there is a reduced learning ability, which may become more permanent, due to the combined individual weaknesses thinking, practical and selective attitude to learning materials, establishment and strengthening of non-rational ways of learning activities. A desire has appeared to prove, to show him in another way. Eternal failure of training, inability to self-realize intellectually peers destroys an already weak motivation. The failure lowers self-esteem, a teenager looking for other ways to stand out, because sometimes adolescents with language disorders are those with specific behavioural problems, which is often the low self-esteem. G. Svence (Svence, 1999) called a

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compensatory response, when, unable to realize what their wishes, the man realized those, which allow him to raise his self-esteem.

The primary and secondary base disorders in adolescents with language disorders develop a personality trait that hinder adaptation to school and threatens the success of the socialization process (fig. 3).

Figure 3. The interference effect on the socialization process (S.Usca, 2010)

It is important to find forms of assistance to primary school students with language disorders could improve their language skills and the reduction of these events has caused the adverse manifestations of progress.

The methodology and analysis research

It has been found in the theoretical part that, there are two educational opportunities for the Latvian adolescents with language disorders, findings for the socialization and language disorders, and the consequent disruption of secondary effects on adolescent development and socialization process have been analyzed.

An interview with the mainstream of the Latvian language teacher has been carried out in the doctoral work, because she can most accurately describe the adolescent with language impairment willingness to learn state standards in Latvian language and the problems facing not only students, but also a teacher, including a teenager with language disorders in a general education. The authors believe that successful adolescents with language disorders are mediated socialization in circumstances where the incorporation process has not created any obstacles.

The objective of the interview is to clarify whether there are no obstacles in the comprehensive school and preconditions for success have been realized for children with language impairment for inclusion, and therefore also for socialization.

The interviewee was asked how the process of inclusion and recognizes adolescents with language disorders, who receive assistance and what assistance would be needed, as a learning process, the feelings of an adolescent with language impairment.

One of the qualitative analysis methods - content analysis, which is essentially a content analysis or content-based analysis (Kroplijs, Raščevska, 2004) was used in the subsequent process.

To comprehend the interview, understand the nature of the information has been obtained, a series of steps:

1) it was selected the material , which is connected with the purpose of the interview from the overall text;

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Language disorders

Cognitive impairment, behavioral and

communication disorders

Inabilityto self-realize

Socializationdifficulties

Conflicts with surrounding Low social status

2) selected items of content were grouped to search the categories; 3) categories were aggregated using the concepts.

The gathered information has been placed into table (4.tab.)

Table 4. Interviews with the mainstream form 5 of the Latvian language and literature teachers in content analysis (S. Usca)

Content unit Category Meaning Teacher Lack of knowledge Not enough knowledge I cannot distinguish I do not know how to organize

Lack of qualifications, knowledge is insufficient awareness of the need for further education

Professional training

I even do not know what interest Can not manage to have a query I have not enough time for these children

Feeling of powerlessness Dissatisfaction with the lack of time Overloading

Work-related stress

I need the knowledge The desire to develop Continuing Education motivation

Environment Speech therapist does not help The lack of cooperation Collaboration Succession 'Faltering' It (the inclusion) is automatic

Lack of organization School organization

I really do not know if it is a logopedic problem, or simply he has not learned. It is the writing problem I have to have a special interest in

Diagnostic problems Diagnostics

I am one with all. It is the necessary to have a support teacher

In addition to the human-presence of the teacher's assistant need

Assistant teacher

Materials are needed It is necessary independent tasks for different levels

Lack of methodology Methodological framework

Learner with language impairment Unable to learn They cannot rewrite the text He is already scared He would fail to point and write incorrectly Bad feelings at the lesson Feelings of discomfort

Sense of not full of value Fear, failure to acknowledge Emotional discomfort

The training-related stress

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The first generalization and interpretation were performed after data analysis. In order to verify the validity of results was obtained when the interviewee for approval of the research the accuracy and consistency of interpretation.

Analyzing the interview, the authors identified the problems or obstacles that impede the adolescent with language impairment to be social success in the mainstream school and are reflected in fig. 4.

Figure 4. Identify obstacles for successful socialization (S. Usca)

It is concluded that the real school environment is not always to be inclusive, not realized because of the inclusive environment prerequisites:

1. A lack of cooperative attitude, the student experiences the fear, discomfort. 2. The school does not work as a team of specialists, lack of mutual cooperation. 3. There is not enough support (teaching assistant) for a classroom teacher4. Lack of the necessary methodological materials.

The question how to facilitate the learner with language impairment successful integration into mainstream schools and socializing and to prevent failure of educational

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Identified the obstacles

objective subjective

teachers' professional preparation, the problem (lack of qualifications)

school organization (not ensured continuity)

diagnostic issue (not enough information about the type of disturbance and its effects on personality development, assistance types)

methodological support (adolescents with language disorders lack adequate training funds)

poor information sharing between professionals (lack of cooperation)

teacher's attitude - the overcrowding and lack of knowledge related stress

learner's attitude - the teaching work-related stress and discomfort

activities and possible dezadaption and deprivation in the adaptation result has been raised as an interview result.

Conclusion1. The Latvian legislation has been analyzed in relation to pupils with language

impairment for primary education opportunities in the research. It has been concluded that for the Latvian adolescents with language disorders, there are two types of primary education opportunities - boarding schools and inclusive schools.

2. The main emphasis has been put on the inclusive education research and assessment of the real situation, it has been concluded that there are problems that hinder adolescents with language problems socializing in general education institution - not all of high quality training and adjustment services, lack of financial and material resources, quality education facility , there are instances where adolescents with language disabilities in general education establishment process occurs automatically in Latvia. Economic crisis will deepen the problems.

3. Analyzing various authors learned about the socialization process (Gudjon, 1998; Lekrojs, Deilija, Miligena, 2001; Bernstein 2003, expanding it in 2002; Garleja, Vidnere, 2000; Anderson, 2004) and language disorder caused by secondary problems (Трофимова, 2006; Разуван, 1987; Бородулина, 2004; Warnke, 2001), concluded that successful socialization is an essential communicative skill. Adolescents with language disorders are often seen as secondary disorders - cognitive activity, behavioural and communication problems that threaten the entire process of socialization.

4. Latvian school environment is not always to be inclusive, not realized because of the inclusive environment prerequisites. The study will identify the objective (teachers' professional training, school organization, lack of diagnosis and methodical base, lack of cooperation) and subjective (teacher and student attitudes) barriers from learning their native language, hindering the adolescent with language development problems socializing.

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DEVELOPING A COMMUNITY OF ENQUIRY APPROACH TO LEARNING IN HIGHER EDUCATION

Margaret WoodYork St John University, United Kingdom


Abstract

This paper disseminates a qualitative practitioner research project in the author’s practice setting, which applied a community of enquiry approach as a tool for learning with undergraduate Education Studies students at a University in England, UK. The aim of the research was to empower students as learners through the development of thinking and enquiry skills. It also aimed to encourage them to see learning not as a passive process of absorption of knowledge passed on from teacher to student, but as an active enquiry-based process of exploring and sharing thinking and ideas with peers. The research took the form of action research which trialled an enquiry group pedagogy through a community of enquiry intervention. This was introduced into two undergraduate classes and involved about forty students in total. Data was gathered through classroom observations, interviews with a sample of students and scrutiny of students’ documented enquiry questions. There is evidence that this strategy has encouraged active student engagement in learning with peers and provided opportunities for the development of the higher level learning skills involved in this community of enquiry pedagogical approach. It is therefore considered worthy of further research to progress this strategy, with a particular concern during the next phase of the research to develop students in the role of enquiry facilitators. Key words: community, enquiry, peer learning, pedagogy.

Introduction

The purpose of this work was to develop a community of enquiry pedagogy with undergraduate students in the classroom. The inspiration for this approach to learning came from the tutor attending training in Philosophy for Children (P4C) provided by The Society for Advancing Philosophical Enquiry and Reflection in Education (SAPERE). By translating these principles and approach into the higher education context the aim was to encourage the development of creative thinking skills amongst undergraduate students and promote more active engagement with their learning. There are examples of the SAPERE Community of Philosophical Enquiry model being used with adult groups. For example, Philosophy in Pubs (PIPs) is used as a means of exploring:

ideas, beliefs and values using a critical and creative thinking method, in order to gain clarity and refinement of thought. In turn, this approach can lead to a refinement in our motivation, in our being and daily living. (Philosophy in Pubs, 2008.)

The idea for the Community of Enquiry approach was also influenced by the work of Heron (1996) on co-operative inquiry. Co-operative inquiry is a form of participative research but an important feature of co-operative inquiry is the priority given to working with others as full co-inquirers:

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Co-operative inquiry is a form of participative, person-centred inquiry which does research with people not on them or about them. (Heron, 1996, p18)

In applying this approach to the classroom, the development work described in this paper drew on some of these ideas, the aim being to foster active and shared learning through enquiry. The development of a community of enquiry methodology as a tool to engage undergraduate students in systematic thinking, questioning and finding out together in the classroom is work in progress. Whilst not wishing to make overblown claims for this approach to learning, the data collected so far is encouraging, especially the observations of examples of collaboration within the groups which appears to be prompting some very thoughtful questions to air and explore together.

The Community of Enquiry method may be likened to Heron’s ‘supported action inquiry’ which, he suggests, can be transferred to different situations such as a tutor supporting student autonomy in learning. (Heron, 1996, p. 25). There is some resonance too with aspects of Wenger’s work on communities of practice which he has summarised thus:

Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly . (Wenger, 2006 ¶4)

The Community of Enquiry appears to share some of the features of this, perhaps particularly the focus on participation in social learning. Wenger tells us that the community of practice builds relationships that enable members to learn from each other:

In fact, there is no distinction between learning and social participation, and that is what makes learning possible, enduring, and meaningful. (Wenger, 1996:2)

One of the aims of this research was to encourage students to see learning not as a passive process of absorption of knowledge passed on from teacher to student, but to view learning as an active enquiry-based process of exploring and sharing their thinking and ideas with peers within a community of enquiry. Wenger (1996) has suggested that classroom learning has tended to be organized as an individual decontextualised activity and that this has discouraged collaboration:

Our institutions are largely based on the assumption that learning is an individual process, that it has a beginning and an end, that it is best separated from the rest of our activities, and that teaching is required for learning to occur. So we arrange classrooms where students – free from all the distractions of their participation in the world – can pay attention to the teacher or focus on exercises. (Wenger, 1996:2) As a result, learners can become bored and disengaged from the learning process.

Literature Review

According to Fisher (2000, p.55), the term ‘Community of Enquiry’ appears to be attributed to Peirce, a philosopher from the nineteenth century. Fisher suggests that:

A community of enquiry can be said to have been achieved when any group of people act co-operatively in the search for understanding.

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A community of enquiry in the classroom is a democratic approach to learning which allows students the freedom to co-construct ideas and knowledge through dialogue. These underpinning concepts of freedom, democracy, dialogue and creative thought are reminiscent of the ideas of Dewey who, as Garrison and Neiman remind us, saw these as a means to unlock human potential. (Garrison & Neiman, 2003, p. 28)

SAPERE (2007, p.19) defines a Community of Enquiry as: A group of people used to thinking together with a view to increasing their understanding and appreciation of the world around them and of each other.

As previously explained, the framework of an enquiry used with the undergraduate students in this study is influenced by Heron’s approach and also by the P4C approach described by SAPERE (2007). The latter is structured in the following way:

Preparation: Seating is arranged in a circle, the community agree ground rules for the conduct of the enquiry so that it is respectful, caring and collaborative. A warm-up or ‘ice-breaker’ activity may be used first.

Presentation: The facilitator introduces a stimulus to prompt thinking and questions. Examples of stimuli used with the undergraduate Education Studies students included photographs, paintings, a journal article or other reading.

Thinking Time: This is a time built in for quiet reflection on the stimulus. These reflections can be recorded in some way if students desire.

Conversation: Students may share their reflections if they wish e.g. with a partner or in a small group.

Formulating the questions: Questions prompted by the stimulus are collected and written up on a flipchart .

Airing the questions: The author(s) of the questions may briefly explain the thinking behind their own question. Questions which are similar or which link to a concept or idea can be grouped together.

Selection: Through a voting process the choice of question for the enquiry is made.

First words: The group whose question is chosen is invited to open the enquiry by sharing their initial thoughts and ideas.

Building: All students are now invited to contribute to the discussion. The facilitator should only contribute to aid the process and if necessary to remind students to listen to others, be respectful and consider other people’s points of view.

Final words: At the end of the enquiry, the facilitator will invite the students to reflect on the enquiry before then allowing each the opportunity to share their final thoughts.

Heron (1996) sets out how an inquiry group can be started by calling for other inquirers to join the initiators. In this study the initiation of the enquiry comes at the moment from the module tutor who provides the stimulus and also links the enquiry to the module content. However, the aim is that as this process is developed over time, students will feel empowered to initiate their own enquiry groups into these topics both as part of the classroom sessions and also in their own self-study time.

The Community of Enquiry can be seen as a model of peer learning and certain key things seem to be at its heart – social interaction, relationships and dialogue. According to Jordan et al (2008, p.71):

There is much interest in communities of learners and communities of practice where learning is acquired through social group interactions and participation.

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Drawing on the work of Gabriel and Montecinos, (2001) Jordan et al (2008) take the view that ‘deeper meaning-making’ can be achieved when peers learn together in groups than individuals achieve alone. Relationships between group members appear to be crucially important if peer learning groups are to work effectively as a site for sharing and creating knowledge. The community embodies a social constructivist perspective on learning as described by Jordan et al, where knowledge is said to be constructed in the context of the environment in which it is encountered and where shared meanings and understandings are negotiated through discussion.

Brookfield and Preskill (1999, p.3) examine the learning opportunities available through the use of democratic discussion and see discussion and democracy as inseparable:

Democracy and discussion imply a process of giving and taking, speaking and listening, describing and witnessing all of which help expand horizons and foster mutual understanding.

They also remind us that discussion is a valuable learning tool because it can be a fulfilling and enjoyable experience. However, for it to be so we must acknowledge the importance of the learning community operating according to inclusive principles to encourage this enjoyment and participation. Brookfield and Preskill (1999) remind us that there are certain necessary skills and requirements – attentiveness and careful listening for example – for a purposeful in-depth discussion. These seem to be important pre-requisites if an enquiry is to work well as a deep learning experience.

There is therefore a number of factors which appear important in fostering a Community of Enquiry approach to learning. One of these is the need to establish an atmosphere in the classroom which is conducive to this method of learning. Students need to feel that their questions will be considered seriously and that all ideas will be afforded earnest, sincere and respectful consideration by peers. A Community of Enquiry approach is nurtured over a period of time, as relationships develop and group members gain experience of learning together. A further consideration is the introduction of students to the role of facilitators of an enquiry. This is probably best introduced after being first modelled by the tutor and also after some accompanying training is given in the development of facilitation skills. With reference to their own experience, Brookfield and Preskill draw attention to the role of the teacher in modelling these skills to a high level:

When the two of us lead discussions, we strain to hear and to understand, fully and correctly, what is being said. We often ask follow-up questions to make sure that we understand a comment and to affirm that all our attention and our energy are focused on what each student is expressing. (Brookfield & Preskill, 1999, p.9.)

Methodology

This paper reports an initial ‘reconnaissance’ stage for an action research investigation involving a classroom intervention which has been implemented, observed and reflected upon. The research aimed to develop the thinking and enquiry skills of undergraduate students through a community of enquiry intervention in some class sessions. This enquiry group pedagogy aimed to encourage the students to play an active role in the learning process and to engage them in a social model of learning with their peers. It is planned to continue to build on the findings from this reconnaissance stage of investigation through further action cycles in order to develop and refine the practice in

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future. Denscombe (2003) suggests that one characteristic of action research is its practical nature, often concerning itself with issues in practice settings. The research reported here takes a very practical focus on developing knowledge in order to take action to improve practice in student learning and, according to McNiff et al (1996, p.17) in action research it is the action that drives the research:

In action research there is an emphasis on your deliberate intention to intervene in your own practice to bring about improvement.

With a clear focus on knowledge creation through this research, the concern here is very much with praxis understood as informed, committed action leading to knowledge from and about educational practice (McNiff et al, 1996, p. 8).

The Community of Enquiry approach reported on in this paper has been introduced as part of the learning strategy on two undergraduate Education Studies modules. One is a level one module, entitled ‘History of English Education’ and usually studied in the first year of full-time study on the BA in Education Studies degree course. The other is a level two module entitled ‘Knowledge and the Curriculum’ and usually studied in the second year. The development of a Community of Enquiry approach is in its infancy and the data gathered as evidence for how it appears to be influencing learning is based on participant observations in the classroom setting, interviews with some of the students involved in this project and the documented enquiry questions generated by the students.

The author recognises her influence on the research in two particular ways. Firstly by being in the role of researcher and tutor to the students studying on these two modules and therefore being in a particular position of power in relation to the research participants and also very close to the situation being studied. This may have influenced the responses of the students when being interviewed about the strategy. Secondly, the author recognises her own positioning in relation to this research and is aware of how this can also have an influence on the research process. For example, it is important to acknowledge personal biases and for the researcher to demonstrate that she has reflected on how these may influence this study. The researcher recognises how she is positioned in relation to this study and her motivation to improve professional practice. She sees herself as a learner too, seeking to learn from and with her students in order to develop the quality of teaching and learning in her classroom. As Sikes (2004, p.19) believes:

… it is important for all researchers to spend some time thinking about how they are paradigmatically and philosophically positioned and for them to be aware of how their positioning- and the fundamental assumptions they hold- might influence their research related thinking and practice.

McNiff and Whitehead (2009, p. 8) suggest that what we do, what we value and how we think are all interlinked. In relation to this study, the researcher is aware of these influences and particularly her desire to increase social cohesion in the classroom through the development of inclusive learning strategies. This action research study takes the form of practitioner research and the researcher is aware of how this positioning locates her within rather than external to the research setting:

… in action research, the practitioner-researcher positions themselves as the research field, within a social context, and observes, describes and explains what is going on in their own learning, in relation to themselves and the social context. (McNiff & Whitehead, 2009, p. 20)

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As explained above, the data collected included classroom observations of the community of enquiry approach being trialled in two Education Studies module classes and the observations were fedback to a focus group of students from one of these classes to provide feedback on the data and to help to inform plans for how the action research might develop beyond the reconnaissance stage. This group therefore acted in some ways as a validation group with whom the interpretation of the data could be discussed and these discussions with them helped to inform the reflection and planning for the next cycle of the research.

Findings and analysis

In the History of English Education module, the enquiry process began with a stimulus taking the form of a number of historical paintings of schoolrooms as well as some photographs of school classrooms in Victorian times. By the nature of this module it lends itself well to the use of artwork, film, artefacts and archive material, all of which have potential for use as stimuli for enquiries. The students taking this module also visited a Victorian school classroom at a local museum in order to re-enact learning from that time in this setting. There was ample opportunity therefore to identify a stimulus for an enquiry whilst keeping a purposeful focus on helping students to achieve the aims and learning outcomes for this module.

The stimulus for the first enquiry was provided by these paintings and photographs of schooling in past times, as mentioned above. The students spent some time in small groups observing and discussing the paintings in detail, noticing the expressions on the faces of the children and teachers, the arrangement of furniture, the resources, wall displays, the formality of the setting and the apparent uniformity of learning. A ‘freeze-frame’ technique proved a useful device in helping students to interrogate the paintings more closely and in greater depth beyond the impressions provided by the first look. This was done by students fixing the painting or photograph in the centre of a large piece of flipchart paper, drawing lines outwards from the people and objects depicted and writing the questions which these had prompted in their minds onto the flipchart paper. For example, working in this way with a photograph of a lesson in a Victorian schoolroom prompted the following questions and issues to be identified as a result of the ‘freeze-frame’ activity:

Is learning just copying out?Why are they all working on their own? No group work and no discussion.All their drawings are the same. No creativity. No imagination.The children are sitting still. No activities or group exercises.It is a serious atmosphere - strict teacher and rules and control. Children all concentrating.The teacher is not at their (the children’s) level. She may make them feel overpowered.What are they doing there?

This process in itself proved to be a very effective device for creating student engagement and fostering curiosity and it mapped onto the enquiry stages of presentation, thinking time, conversation and formulating the questions. This showed evidence of students beginning to reflect, question and seek explanations and evidence too of them doing this through collaborative working with their peers. They were observed working co-operatively, actively engaged in sharing their observations and thoughts together.

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Other artefacts might have been used for this activity such as for example a Victorian school timetable, a school logbook or an HMI school inspector’s report from the Victorian era.

These questions identified by the students then prompted a wider discussion to do with the kind of assumptions about learning which may have underpinned the organisation of classrooms in the settings depicted in these images. At this point a further stimulus was introduced in the form of a summary of the ideas of Senge (2000) on ‘Industrial-age assumptions about learning’. The ideas generated through discussion of Senge’s ideas prompted reflections from the students on the models of learning and classroom organisation they had experienced themselves when at school, thus allowing them to make personal connections with the learning. The following are examples of questions raised and aired which show how the students were engaging in speculation, reflection and reasoning:

Do ‘industrial-age’ ideas about learning still influence schools today?Is learning really just about receiving knowledge or is it about developing the person? Some children will always push the boundaries of school rules. So what is the best approach to discipline? Was it better then or now?

The formulation of these kinds of questions provided evidence of students hypothesising, wondering and using their imaginations. Classroom observations of this learning process provided evidence of its power to engage them as active learners as they generated questions together with peers.

Turning now to the level two module ‘Knowledge and the Curriculum’, a reading about different perspectives on current debates about the curriculum was distributed to students in advance and provided the stimulus designed to promote critical thinking. Having read this before the class, the students came to the session ready with their enquiry questions which included the following examples:

Does it matter how we order the curriculum if it’s the end result that counts?What would happen if schools took charge of the curriculum?Would a different curriculum model cut down truancy?Haven’t we been here before? What has changed?

Here students showed themselves capable of framing relevant and challenging questions. These provoking and fascinating questions proved ‘attention-grabbing’ and appealing not only because of their nature but also and importantly, because they had originated from the students themselves. Students were first invited to explain the thinking behind their questions and then the class formed into a number of enquiry groups, each group choosing from the above questions the one which they wanted to pursue for their enquiry. A number of enquiries then proceeded simultaneously after a briefing had been given to those students volunteering to act as facilitators in each group. The enquiry groups subsequently fed back to the class in a ‘final words’ plenary session, which gathered together the learning points and invited reflections on these. In their enquiry groups students were observed to be engaging well by contributing to the enquiry, listening attentively to one another and appearing to be enjoying the process, at times making impassioned contributions to the discussions.

In a subsequent group interview with the facilitators, their reflections on the enquiry process and their perspectives on this way of learning were invited and this provided a further data source against which to triangulate the findings. They reported

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that this approach had made the experience of learning more fun and motivating. They also argued for further clarity of purpose. They felt that this could be achieved by the tutor making the intended aims and benefits of this method of learning more explicit to the class before beginning the enquiry. This was something they felt would help peers to ‘see the point’ of such an approach, by identifying more clearly the opportunities it affords them to develop useful transferable thinking and learning skills. They felt that this would then increase the motivation of peers to engage more actively with the task. Further useful feedback points were offered by the facilitators and these will be taken forward to inform the development of this work. These included: the further development of student facilitation skills; the number of students in each enquiry group for the group to work well, and finally, the need to achieve further clarity at times about the ideas underpinning the questions when these are aired.

Discussion

Fisher (2000) highlighted two aspects to the community of enquiry approach which are that it provides both a rational and a moral structure. According to Fisher, the former promotes the development of effective thinking and shared ideas and the latter mutual respect and the development of democratic shared values. It is argued that these rational and moral purposes can be seen in these examples drawn from classroom practice with higher education students. The practices described have a moral purpose in that they seek to develop active engagement through dialogue with other students in a democratic, respectful and co-operative community of enquiry. The practices also have a rational purpose in seeking to develop the intellect through thinking and reasoning skills, providing planned opportunities for reflection and deep learning. Fisher has suggested:

We need both critical and creative thinking, both analysis and synthesis, both the parts and the whole to be effective in our thinking. (Fisher, 2004, p.10)

Through the Community of Enquiry method, students have been observed using their imaginations, speculating, reasoning, and thinking logically. In other words, they have been employing the processes which are generally associated with both creative and critical thinking. The importance of developing creativity and creative thinking in higher education has been recognised for example by Jackson et al in the Imaginative Curriculum project (Jackson et. al. 2006). In describing the Imaginative Curriculum project, launched in 2001 with a focus on fostering creativity in higher education, Jackson appears to connect creativity to moral purpose and to intellectual purpose and we can link this to our previous discussion of Fisher (2000) and the two aspects of the community of enquiry approach – rational and moral structure. Jackson (2006, 197) describes this thus:

Driven by the moral purpose of making a difference to students’ lives by enriching their experiences and helping them develop their creative talents, as well as their intellectual abilities, the mission of the Imaginative Curriculum project is to promote conversations about creativity and encourage teachers, institutional and disciplinary communities and leaders, to think more deeply about its place in higher education.

What is becoming apparent from applying the Community of Enquiry approach in these sorts of ways is that it appears to be a strategy to harness passion and imagination as two potent forces for learning. Students have become impassioned as they have experienced the freedom to identify their topic for discussion and they appear to have

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connected quite personally with this during the discussion circle. The Community of Enquiry approach has provided a structure and bound together students as peer co-learners in ways which seem to have added potency to the learning. We learn from PIPs that:

the key features of philosophical enquiry can be captured by 6 words all-starting with the letter ‘C’ and should be seen as having an overlapping interplay rather than standing alone in isolation from each other. They are aimed towards habits that are Caring, Co-operative, Collaborative, Critical and Creative (of thought through reason and reflection) and seek to gain a shared Comprehension. (Philosophy in Pubs Guidelines, 2008)

This Community of Enquiry strategy has therefore contributed to the development of our knowledge and understanding of pedagogical practices which bring together the rational and moral purposes in learning. In the Community of Enquiry learning is a co-constructed social process which operates well when students first agree and adhere to group protocols and then collaborate and share their learning together. Through the rational purposes the strategy has helped to develop valuable learning skills and techniques appropriate for undergraduates. Our knowledge of how these purposes can be powerfully combined through the Community of Enquiry to encourage student engagement has increased through this study.

Conclusions

The development of a Community of Enquiry approach to learning is in its infancy but is considered worth continuing with and perhaps eventually it may be embedded within pedagogic practice. There appear so far to be at least two reasons why it is considered worth sustaining and developing further.

Firstly, the apparent potential of this Community of Enquiry pedagogy as a means to support student engagement with the learning has been encouraging. It is thought that the high levels of engagement might be attributed in part to the way it has harnessed the curiosity of the students to want to find out and also in part to the active role they have had in generating their own questions. A further factor in encouraging engagement appears to have been the stimulation they have experienced when working as co-inquirers with peers.

Secondly, through this planned process of working together with peers as members of a community of enquiry, students have practiced some important skills such as hypothesising, reasoning, offering extended explanations, questioning and reflecting. The enquiry group has also offered opportunities for students to pursue a logical line of enquiry and to develop, sustain and defend an argument and as such has contributed to the learning of some important skills and techniques. The UK Quality Assurance Agency for Higher Education Framework for Higher Education Qualifications (2008, p.18) identifies amongst the qualifications descriptors for a higher education qualification at level six, Bachelor’s degree with honours, the skills and techniques of analysis, enquiry, problem-solving and an ability to devise and sustain arguments. The community of enquiry is a strategy which contributes to the development of these skills and techniques and it appears worth nurturing further.

This Community of Enquiry approach being developed with our undergraduate students is work in progress and remains at an early stage. So far we have merely ‘dipped a toe in the water’ and the students’ responses have been encouraging. Through this Community of Enquiry approach they have been encouraged to frame their own questions

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and to ‘evaluate evidence, arguments and assumptions’ all of which is appropriate in terms of expectations for those studying for qualifications at level six (Quality Assurance Agency for Higher Education, 2008, p.19). However in order to develop this further, the next stage of the research process will be to research the students’ perspectives on this approach to learning in more detail and depth. It is planned to structure this around the six learning habits identified above to discover more about the students’ perceptions of the extent to which these are being promoted through participation in a Community of Enquiry and importantly, the meanings and value they attach to this. It is also planned to advance the development of students in the role of enquiry facilitators in order to increase student autonomy and control over this learning process.

References

Brookfield, S.D. & S. Preskill, (1999). Discussion as a way of teaching. Buckingham: The Society for Research into Higher Education and Open University Press.

Denscombe, M. (2003). The good research guide. Maidenhead: Open University Press.

Fisher, R. (2000). Philosophy for children: How philosophical enquiry can foster values education in schools. In Gardner, R., Cairns, J. and Lawton, D. (Eds.), Education for values. London: Kogan Page.

Fisher, R. (2004). What is creativity? In Fisher, R. & Williams, M. (Eds.), Unlocking creativity. Teaching across the curriculum. Abingdon: David Fulton.

Garrison, J. & Neiman, A. (2003). Pragmatism and education. In Blake, N., Smeyers, P. Smith, R. and Standish, P. (Eds.), The Blackwell guide to the philosophy of education. Oxford: Blackwell.

Heron, J. (1996). Co-operative inquiry. Research into the human condition. London: Sage.

Jackson, N. (2006). Making sense of creativity in higher education. In Jackson, N., Oliver, M., Shaw, M. and Wisdom, J. (Eds.), Developing creativity in higher education, London: Routledge.

Jordan, A., Carlile, O, & Stack, A. (2008). Approaches to learning, Maidenhead: Open University Press.

McNiff, J., Lomax, P. and Whitehead, J. (1996). You and your action research project, London: Routledge.

McNiff, J. & Whitehead, J. (2009). Doing and writing action research. London: Sage.

Philosophy in Pubs, (PIPS), (2008). History. Retrieved 4th October 2009 from http://www.philosophyinpubs.org.uk/STATIC/history.asp

Quality Assurance Agency for Higher Education, (2008). Frameworks for higher education qualifications in England, Wales and Northern Ireland. Retrieved 4th October 2009 from http://www.qaa.ac.uk/academicinfrastructure/FHEQ/default.asp

Senge, P. (2000). The industrial age system of education. In Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J. and Kleiner, A. (Eds.), Schools that learn, London: Nicholas Brealey.

Sikes, P. (2004). Methodology, procedures and ethical concerns. In Opie, C. (Ed.), Doing educational research. A guide to first time researchers. London: Sage.

Society for Advancing Philosophical Enquiry and Reflection in Education (SAPERE), (2007). Level 1 handbook, Oxford: SAPERE.

Wenger, E. (2006). Communities of practice. A brief introduction. Retrieved 23rd July 2010 from http://www.ewenger.com/theory/index.htm

Wenger, E. (1996). Communities of practice. The social fabric of a learning organization. HealthCare Forum Journal, 39 (4), 20-26. Retrieved 23rd July 2010 from http://www.ewenger.com/pub/index.htm

Margaret Wood PhD, Senior Lecturer, Faculty of Education and Theology,York St John UniversityLord Mayor’s Walk, York, YO31 7EX, United KingdomE-mail: [email protected]

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http://www.ewenger.com/pub/index.htm

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http://www.qaa.ac.uk/academicinfrastructure/FHEQ/default.asp

http://www.philosophyinpubs.org.uk/STATIC/history.asp


Information about“Pedagogical Technologies in Socialization and Resocialization of Society”, Volume 2

ISSN 1691-5909(publication prices and other important information)

We would like to inform you about the possibility to submit an articles for international scientific journal “Pedagogical technologies in socialization and resocialization of Society”, Volume 2, ISSN 1691-5909.

Editor: Dr., prof. Velta Lubkina, Director of personality Socialization Research Institution, LatviaEditorial Board: Dr., prof. Horst Biermann, Dortmund University, Germany; Dr., prof. Bunsit Chaichana, Yala Rajabhat University, Thailand; Dr., assoc.prof. Janis Dzerviniks, Rezekne Higher Education Institution, Latvia; Dr., assoc.prof. Irina Liokumovish, Riga Technical University, Latvia; Dr., prof. Gretar L. Marinosson, Iceland University of Education, Iceland; Dr., prof. Jose Mafokozi Ndabishibije, Universidad Complutense de Madrid, Spain; Dr., prof. Nikolai Malofeev, Academy of Education, Russia; Dr., assoc.prof. Hovik Melkonyan, Gyumri State Pedagogical Institute, Armenia; Dr., Barry H. Smith, Dreyfus Health Foundation, United States of America; Dr., prof. Babak Shamshiri, Shiraz University, Iran; Dr., prof. Jelena Tjagusheva, University of Zaporozhye, Ukraine; Dr., prof. Irena Zogla, University of Latvia, Latvia.

Thematic area: personality socialization and resocialization problems, special and inclusive education, lifelong learning education, teacher education, management of education and educational policy, psychology of education, rehabilitation technologies, distance education, information and communication technologies in teaching/learning, methodology of educational research, vocational education, quality of education, etc.

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