| Abstract [eng] |
The thesis analyzes the partnership situation of PPS with other participants in the educational process and its development. Objective . Clarifying the partnership situation of Pedagogical psychological services and other educational process participants , its development needs and opportunities. Assignments: 1. Perform a theoretical analysis of the partnership importance and its enlargement. 2. Evaluate the opinion of educational process participants (PPS professionals, teachers, school professionals, SUK presidents, leaders) of the partnership situation. 3. Clarify the opinion of the educational process participants (PPS professionals, teachers, school professionals, SUK presidents, leaders) of the need for development and partnership opportunities. Methods: A structured questionnaire survey, semi-structured interviews, focus groups (discussion group). Participated in the survey: 179 general education teachers and specialists (questionnaire survey), 9 general education school leaders (interviews) and 15 SUK presidents and PPS staff (focus group). The empirical part examines the opinion of the educational process participants (PPS professionals, educators, professionals, SUK presidents, leaders of schools) of the partnership situation of PPT with other educational participants and the need for its development. The main empirical findings: 1. After the theoretical analysis, it can be argued that the PPS regulations should include a PPS mediation role as one of the essential and specific functions of PPS. 2. Respondents most favourably assess the PPS and the school teacher cooperation. 3. Most of the PPS and other educational process respondents deem the communication as effective and does not propose to develop it. 4. The following cooperation (partnership)aspects are considered to be sufficiently effective : individual PPS interviews , PPS professionals enjoy interacting with the child ; during the discussion and evaluation opinions of all (children, parents, school representatives, PPS experts ) are heard and etc. 5. According to respondents, these forms of partnership are not sufficiently effective: provision of recommendations to parents and parental and children involvement in preparing recommendations. 6. Respondents believe it is necessary to strengthen the partnership of the PPS with the other participants in education process: child and parental involvement as equal partners in the assessment and educational process; PPS expert advice, explanations of how the teachers should adapt or modify programs; preparing recommendations to parents and etc. 7. The research confirms previous investigators considerations that more attention should be paid to the mobility of PPS (PPS performing more functions in the educational institution), which is one of the most important measures to successful realization of mediation function of PPS, which provides many opportunities for partnership development. |
