The contradictions of modern human development are related to educational space, which is characterized by globalization and technology-driven changes; therefore, the social dimension of teacher education emphasizes the humane character of education – respectful communication, participation, empathy, flexibility, and the ability to change so that a teacher would be able to ensure an emotionally safe and supervised learning environment. The aim of the article is to analyze and compare the opinions of students, pre-service preschool teachers, about teacher’s responsiveness in Latvian and Polish institutions of higher education. The research methodology includes the theoretical method – analysis of academic literature – and the empirical method – a survey of 307 Latvian and Polish full-time and part-time students in the period of 2020–2021. The survey was conducted online. Data processing was performed using the SPSS program. The results show that, in general, the understanding of prospective preschool teachers about the importance of teacher responsiveness in pedagogical activities and the need to undertake responsibility and leadership in regulating children’s reactions is positive. However, several differences have been identified between the opinions of Latvian and Polish students.
Background: The analysis has involved social interactions in a multicultural environment. The social context has been defined by the Vilnius region (Lithuania), where national, religious, and cultural differences exist across generations (multicultural community). The space of “social relationships”, as one of the modules of the WHO quality of life assessment, has been studied. An innovation of the research has been related to the analysis of the phenomenon of community of nationalities and cultures as a predictor of quality of life (QoL). The social motive of the research has been the historical continuity (for centuries) of the construction of the Vilnius cultural borderland. Here, the local community evolves from a group of many cultures to an intercultural community. Interpreting the data, therefore, requires a long perspective (a few generations) to understand the quality of relationships. We see social interactions and strategies for building them as a potential for social QoL in multicultural environments. Methods: The research has been conducted on a sample of 374 respondents, including Poles (172), Lithuanians (133), and Russians (69). A diagnostic poll has been used. The respondents were adolescents (15–16 years). The research answers the question: What variables form the interaction strategies of adolescents in a multicultural environment? The findings relate to interpreting the social interactions of adolescents within the boundaries of their living environment. The description of the social relations of adolescents provides an opportunity to implement the findings for further research on QoL. Results: An innovative outcome of the research is the analysis of 3 interaction strategies (attachment to national identification, intercultural dialogue, and multicultural community building) as a background for interpreting QoL in a multicultural environment. Their understanding is a useful knowledge for QoL researchers. The data analysis has taken into account cultural and generational (historical) sensitivities. Therefore, the team studying the data has consisted of researchers and residents of the Vilnius region. We used the interaction strategies of adolescents to describe the category of “social relationships” in nationally and culturally diverse settings.
Multidimensionality and complexity of the world of a contemporary human is constituted by processes of defragmentation and deconstruction it involves, but on the other hand engages globalization and integration acknowledged within social and cultural orders. Hence, such new circumstances manifested particularly in cultural borderlands require changes in the process of socialisation, which introduces the young generation to such reality. It must be remember, that everyday life of such generation is dynamised by cultural differences of national provenance, which appear due to the national diversity of families, as well as residing in a nationally diverse environment. These two factors significantly influence the process of shaping identity which is a specific“ <…> location in a world only within which it can be subjectively assimilated, <…> Identification always takes place within a given social world, <…> subjective assimilation of the identity as well as subjective assimilation of the social world are various aspects of the same process of internalisation, where the significant Others mediate (Berger & Luckman, 2001). Therefore, the individual identity is shaped “ <…> in a given group under the influence of a given culture. A human has no other way but to construct the image and concept of own self, or to belong to, and identify with other(s) only when the group of reference is established, i.e. those important for own self and the cultural heritage.” (Nikitorowicz, 2005). As a result, the identity is located within the necessity and the choice (Budakowska, 2005), hence within and beyond borders, between this, what is inherited, and this, where one currently is (Chambers, 1994). This particular attention drawn to the quality of the socialisation process taking place in a culturally diverse family environment, where national diversity creates the axiology of a national and cultural self-identification of the youth, shaping their national identity, often of dual (double) nature. Such phenomenon occurs due to the fact that the world internalised in the course of primary (family) socialisation is entrenched in the awareness of the young individuals (Berger & Luckman, 2001). Therefore, the above reflections were made by the author a point of reference for the research exploration on axiology of the family socialisation in the context of national duality, occurring in nationally diverse families that have been also living in a nationally diverse environment for generations.
Locations and spaces possess socio-cultural connotations, which is why they play a significant role in the processes of experiencing and cultural (self-)identification. That is because in the conditions specific for them and in relation to the symbolic attributes, an individual conceptualizes their own rationality, and on its basis their interpretative perspective, thanks to which, through participation in meaningful locations, they (self-)identify culturally. Roots, connection, and identification within a meaningful location constitute, therefore, significant creators of individual identification and the creation of a community. The meaningful location, in the above context, is the Vilnius region, identified by its inhabitants – young Poles – as a meaningful location: a little homeland. Taking into account its specific attributes, one might consider the faces of the Vilnius region: the physical, the mental, and the interactive-communicative ones. There are cultural differences in each of them, which assign the location a certain multicultural and intercultural specificity. As a result, the participation of young Poles in the location results in a multidimensional experiencing (cognitive, emotional, and action-related) of affirmative character, decisive in the formation of their cultural (self-)identification. On the basis of conducted empirical research, three fundamental scopes of the (self-)identification can be defined: the national, the socio-cultural, and the intercultural ones. Young Poles have a significant potential in the area of the formation of a multi-range and multidimensional identity of a borderland, as well as the construction of a community at the point of contact of cultures, citizenships, and multiculturality perceived as a factor in the development of the culture of peace. All of these factors constitute an important reference for education.
2015 © Straipsnio autoriai. Leidėjas VGTU leidykla "Technika". Šis straipsnis yra atvirosios prieigos straipsnis, turintis Kūrybinių bendrijų (Creative Commons) licenciją (CC BY-NC 4.0), kuri leidžia neribotą straipsnio ar jo dalių panaudą su privaloma sąlyga nurodyti autorių ir pirminį šaltinį. Straipsnis ar jo dalys negali būti naudojami komerciniams tikslams.73 Santalka: Filologija, Edukologija / CoaCtivity: Philology, Educology 2015, 23(1): 73-80
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