| Abstract [eng] |
Theoretical and practical analysis of communication and mutual relations options for change in profession training centres has been carried out. 3 hypothesis have been concidered: it is possible that mutual relations in school are multi-dimensional; social pedagogue plays one of the most important roles in regulating communication and mutual relations in school; communication between social pedagogue and class governess can help to create positive social- psychological welfare in profession training center. Survey was used to carry out practical analysis. Main goal of the analysis- analyze main features of communication and mutual relations in profession training center. Also interview of experts has been carried out. 5 social pedagogues, 150 pedagogues and 250 students from Šiauliai, Panevėžys and Kelmė profession training centers were involved in the research. Main results of the research: 1. Students and pedagogues from Šiauliai, Panevėžys and Kelmė profession training centers respect each other, students tend to trust pedagogues, social pedagogues and classmates, however usually they turn for help to family members or class governess; 2. Students and pedagogues sometimes have different oppinions on same situation, it is mostly common when dealing with social pedagogue. For example, students turn for help to social pedagogue very rarely, they see social pedagogue‘s work as controling proper behavior issues more than helping students to deal with their problems. On the other hand, pedagogues tend to think that social pedagogue can solve most of the problems that students have. 3. Pedagogues are satisfied with their work, relations with director, colleagues and students in Šiauliai, Panevėžys and Kelmė profession training centers. Keywords: students, pedagogues, profession training centers, cooperation, mutual relations, social pedagogues. |
