| Abstract [eng] |
Summary In the paper, we have done theoretical analysis of professional expertise and professional single-mindedness of a pedagogue. By the method of questionnaire, there has been done the research, which aim was to reveal peculiarities of expertise and professional motivation of special pedagogues. By the method of interview, we tried to supplement the obtained results of the research by revealing attitude of headmasters towards motivation of special pedagogues, its forms and main professional competencies and possibilities of their development. 77 special pedagogues working in comprehensive schools and also 14 headmasters (assistant managers for education affairs) of comprehensive schools participated in the research. In the empirical part, we analysed the opinion of pedagogues about peculiarities of their professional activity and expertise, and motivation of the professional activity. There is also the analysis of the opinion of headmasters of comprehensive schools about the peculiarities of special pedagogues’ professional motivation and expertise. Main Conclusions of the Empirical Research: 1. Under the research data, the majority of special pedagogues ability to communicate and collaborate in a team of specialists and parents and also to share knowledge and experience consider to be the main professional expertise. More than one seventh part of the special pedagogues state that the most important thing is to be able to prepare a scheme of individual learning, and to help children with special education needs to study. The same number of the pedagogues state that it is of the most importance to provide intelligibly the educational material to a child with any special educational needs. 2. More than one half of the special pedagogues working in the comprehensive schools admit that the ability to communicate in foreign language and use various communication means is the field, which requires the most improvement in their work. One fourth part of the special pedagogues would wish to have deeper abilities in the fields of selection and management of relevant professional information and using modern Lithuanian and international online databases. More than one fifth part of the headmasters of the comprehensive schools agree with the opinion of the special pedagogues and the ability to communicate in foreign language and use various communication means consider to be the field, which is subject to improvement most of all. One fourth part of the headmasters of the comprehensive schools state that the ability to identify special education and socialization needs of children should be improved. 3. Most of special pedagogues in the comprehensive schools estimate their job positively : eight part thinks their job is interesting and creative; Most of pedagogues think their job significant; seventh part thinks they are important and needed in school community; most of them work their job willingly and responsible; for most of special teachers, success of their work is seen and is positively estimated by other members of school community. 4. The most effective means of motivation of the special pedagogues, according to the majority of the headmasters of the comprehensive schools, is sighting and appreciation of the pedagogue’s endeavour and labour results. More than one fifth part of the special pedagogues state that they are motivated most of all by positive educational results (although very minimal) of children with special educational needs. |
