Bibliotherapy is used in children’s day centers in order to provide assistance to children and adolescents from social risk families. There is evidence found in scientific literature that the application of bibliotherapy at day centers is useful for strengthening self-sufficiency, and if applied purposefully, it enables to cope with psychological problems, promotes spiritual growth and qualitative development, raises self-esteem, self-knowledge, understanding, and frees from perceptions that prevents from recognizing personal unpleasant feelings. The professional application of bibliotherapy at day centers, by working with children and adolescents, creates assumptions to strengthen the motivation regarding self-cognition, self-development and learning. The aim of this research is to answer to the question of how bibliotherapy can be applied in social pedagogical activities at children’s day centers (CDC). After a qualitative research had been accomplished (of social educators, parents whose children attend CDC), it was found that the application of bibliotherapy is justified in solving various social-pedagogical problems of children and youth (especially those associated with dealing with motivation problems of adolescent learning).
Considerable changes to the Lithuanian education system are associated with higher academic achievements, the development of students’ critical thinking and research skills, and sustainable practices of integrated teaching and learning in science and mathematics. It is also acknowledged that STEAM (science, technology, engineering, the arts and mathematics) educational approaches address the objectives of integrated learning and teaching effectively. The same objectives are reflected in all the IB programmes. In the scientific discourse on the use of STEAM in science, there is a lack of research and examples of pedagogical practices with insights into different educational programmes and teachers’ experiences. The qualitative research (semi-structured interview) focuses on the points of view of teachers who implement the international baccalaureate primary years programme (IBPYP), and have a high level of project-based learning experience, of the possibilities of STEAM project implementation (6). The research findings reveal that teachers acknowledge the benefits of STEAM projects in terms of developing students’ research, critical thinking and independent learning skills, while implementing integrated teaching and learning strategies. The informants also recognise the importance of STEAM education in planning and organising integrated mathematics and science lessons.
In an ever-changing world, the goals of education and the expectations of education policy makers, society and parents for the education system are also changing. Pre-school educational institutions need teachers with professional excellence and leadership skills who are constantly improving their competencies. In this context, the management of a teacher’s career is becoming a particularly important issue. In the management of a teacher’s career, not only the motivation of the teacher himself but also the role of the headmaster is very important in creating conditions and providing opportunities for the development of a teacher’s career. The article reveals the attitude of headmasters in pre-school educational institutions to the possibilities of pedagogue career management. It presents the results of qualitative research (interviews with headmasters in pre-school institutions), which revealed that headmasters understand the importance of teachers’ career management both for the teacher himself and for the quality of the institution’s activities. Some headmasters take care of a teacher’s career, creating conditions for improving competencies, and providing financial and psychological support. However, not all headmasters in pre-school institutions create favourable conditions for the development of a teacher’s career by delegating this function to the teacher himself.
Dirbtinis intelektas vis labiau skverbiasi į mokyklas ir edukacijos procesą. Tad svarbu nustatyti, kaip jis gali padėti tobulinti mokymo(si) procesą. Šiame straipsnyje apžvelgiamos ir sisteminamos šiuolaikinės dirbtiniu intelektu paremtos edukacinės technologijos, atskleidžiant jų galimus privalumus ir trūkumus, kuriant personalizuotas mokymo(si) aplinkas. Siekiant išsikelto tikslo, taikytas mokslinės literatūros analizės metodas. Jo pagrindu skiriamos pagrindinės dirbtinio intelekto integravimo į edukacines technologijas tendencijos, jos išsamiai aptariamos. Teigiama, kad įvertinus dirbtinio intelekto privalumus ir galimybes edukacijoje, jis turėtų būti vertinamas kaip edukacijos praktiką transformuojantis procesas, kur būtina iš esmės persvarstyti pagrindinius vaidmenis. Svarbiausias efektyvaus dirbtinio intelekto naudojimo edukacijoje veiksnys – mokytojų raštingumas dirbtinio intelekto srityje.