| Abstract [eng] |
Theoretical analysis of identity, professional identity, professional identity of the future special pedagogue, competencies and functions of special pedagogues and the role of special pedagogues of pre-school education institutions is have been reviewed in the paper. Defensive statements have been made such as: due to the insufficiently clear regulation at the national level the functions of special pedagogues are defined differently in different institutions, professional identity of special pedagogues in pre-school education institutions is solid. In order to study the functions of the special pedagogues the method of document analysis has been used. The aim of the study was to examine the functions of the special pedagogues that are being provided in the job descriptions. Comparison of extracts of written texts, grouping, establishment of the mutual relations has been performed. The job descriptions of the 9 special educators found in free access has been used in the study. The functions of a special pedagogue are being analyzed, as well as the phrasing of the descriptions are being compared. The research was conducted using the interview method, the aim of which was to investigate the professional identity and functions of a special pedagogue in a pre-school education institution. The qualitative content analysis has been performed. 5 of the special pedagogues working in pre-school institutions were involved in the study. The empirical part of the study examines the personal and social factors of the pedagogues’ professional identity. 1. The analysis of the documents revealed that there are both similarities and differences of the functions that are being indicated in the job descriptions of a special pedagogue. After analyzing the content of the documents, the functions that correspond and do not correspond to the tasks specified in the Lithuanian Classification of Occupations has been distinguished. Using the grouping method, it was found that not all the functions are mentioned in all documents. The comparison method revealed that the descriptions of the functions and their formulation are usually different. The statement has been confirmed that the functions of the special pedagogues are defined differently in different institutions due to the lack of the clear regulation at the national level. 2. The analysis of the content showed that the individual role of the special pedagogue working in a pre-school institution is both „special pedagogue-provider of the individual assistance“ and „special pedagogue-speech therapist“ meanwhile, the role while in the team is often chosen according to the situation, but the main role is the role of the team mobilizer. The special pedagogues are similar with other professionals in their goals, however, they differ in the specifics of their work. The professional development of the study participants has been very different however, at present the professional identity of all the participants is strong, which confirms the statement made. 3. It was found that both social interaction and formalities affect the professional identity of a special pedagogue. The relations of the special pedagogue who have participated in the study are equally positive with their employers and colleagues, also the expectations and requirements that are placed on them do not affect their professional identity. However, respondents revealed that the expectations existing in the public have a negative impact on their professional identity. Formalities also have different effects on the professional identity of the study participants: the resources provided by the pre-schools have the positive impact, meanwhile the legal environment of the state has a negative effect yet, the opinion of the respondents differed the most on the impact of the institutionalization of the profession on their professional identity, whereas it is often necessary of the special pedagogue to perform not only the special pedagogical but also the adjacent functions. |
