| Abstract [eng] |
In this master‘s thesis theoretical analysis of individual social pedagogue‘s activities working with changed learning motivation teenagers has been disclosed. The aim has been formulated – to model the socio-educational impact patterns of individual social pedagogues’ activity for changed motivation teenagers. 112 teenagers attending schools in Šiauliai, Radviliškis, Pakruojis and Panevėžys have been questioned in the quantitative research. Also 7 social pedagogues and 5 changed learning motivation teenagers, who work or attend different types of educational institutions. Empirical part consists of a questionnaire and self-structured interview questions related to the ideas of the project „Good school” and aim of the master‘s thesis analysis and scopes. Questionnaire for teenagers consists of 25 questions that were aimed to reveal reasons for attending and skipping school; factors that influence learning motivation increase or decrease; possibilities of receiving help at school together with suggestions what to change in order to strengthen teenagers learning motivation. Also there were 19 interview questions for pedagogues prepared. What is more, 17 questions for changed learning motivation teenagers were formulated. These were meant to reveal reasons for facing difficulties at school, reasons for learning motivation increase and decrease, help methods, manners and forms, possibilities of individual help support. It was also preferable to receive respondents’ offers on how to improve social pedagogue activities, what to change in education process and etc., in order for teenagers to get learning motivation back. The most significant conclusions of empirical research are the following: 1. Weak learning motivation is related to lack of self-esteem. The main factors that influence change of learning motivation are – mood, boring lessons, relations with lecturers and their teaching manner. Learning is unsuccessful because pedagogues cannot explain theory of each class properly and teenagers themselves cannot concentrate and remain quiet through the lesson. It is also influenced by incorrect pedagogue‘s evaluating system. 2. Individual activity of the pedagogue starts from conversations. They consult teenagers and other pedagogues, together with head teachers and parents, with actual questions; perform self-knowing tests, sign temporal agreements with teenager in order to solve emerged difficulties and problems. Methods and forms of individual work with changed learning motivation teenagers are selected according to characteristic and specific problem that urges to apply for social pedagogue‘s help. 3. Respondents suggest to improve changed learning motivation by applying new teaching methods, manners and forms by renewing teaching methods, i.e., replacing home work with teaching of more practical, in daily life applied tutoring themes that would ensure its perception. According to social pedagogues, it is essential to change all education system, renew current teaching programs. It should be relevant to change old teaching methods, manners and forms and start evolving more contemporary technologies. It is crucial to pay attention to cooperation relationship between pedagogues and parent, in order to find the most efficient way of involving them in teenagers (self)-raising process. |
