Bendrojo ugdymo mokyklų vadovų kompetencijų reikšmingumas

Bairašauskienė, Lina

doi:10.15823/su.2017.14

Cited by 2 publications

(1 citation statement)

References 2 publications

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“…Key general competencies include: personal effectiveness, strategic thinking and managing change, ability to learn, managing people, cooperation and information. Key managerial competencies include: strategic management of educational organizations; managing teaching and learning; managing in-service training of the teaching staff; managing structure, processes and resources of educational organizations; managing cooperation and partnership of educational organizations (Bairašauskienė, 2017).…”

Section: Definitions Of Educational Leadership and Competencies Of Scmentioning

confidence: 99%

Mapping Priority Areas for the Development of Leadership Competencies of School Principals

Želvys

Esenova

2019

PED

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The aim of the study was to identify needs of developing competencies of Kazakhstani school principals in three domains: student achievement, involving teachers, communicating with parents. The survey included questions about the importance of responsibilities of principals and their training needs. Results indicate that principals experience a shortage of knowledge in the domains of leadership and motivation. They tend to focus on the process of teaching: financial management, human resource management and relations with external partners seem to be less important.

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Section: Definitions Of Educational Leadership and Competencies Of Scmentioning

confidence: 99%

Mapping Priority Areas for the Development of Leadership Competencies of School Principals

Želvys

Esenova

2019

PED

View full text Add to dashboard Cite

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Application of the Project Method in Remote Biology Lessons

Kriaučiūnaitė¹

2021

GUBUM / NSECS

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The project approach was applied in remote biology lessons in the seventh grades. Each student chose the topic of their science work, set a goal, formulated a hypothesis, and decided on the ways to do the work. Students were required to submit intermediate results and a description of the entire work within the agreed time. Students received two points. One was for writing assignments and the other was for classroom presentation. In summary, we can confirm that the project approach in science education can take into account the different learning abilities and interests of students, as each student can individually choose the topic of the work and the way of doing it. So teaching is replaced by learning. In this method, the theory is applied in practice and vice versa - theoretical generalizations are made from practical results. All the listed arguments increase students' motivation to learn and develop students' creativity. By working on the project method and doing the work that suits him or her best, the student can reveal himself or herself in the best way. This choice increases the intrinsic motivation of the learner and fosters personal responsibility. The project simulates real life in the school and the student learns to achieve the set goal within a strict time frame. Thus, it can be stated that according to the achieved results, the project method corresponds to the challenges of modern school for science education, as students are taught to think critically, their creativity is developed and various problem-solving methods are applied. Keywords: project method, remote lessons, science work

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Bendrojo ugdymo mokyklų vadovų kompetencijų reikšmingumas

Cited by 2 publications

References 2 publications

Mapping Priority Areas for the Development of Leadership Competencies of School Principals

Mapping Priority Areas for the Development of Leadership Competencies of School Principals

Application of the Project Method in Remote Biology Lessons

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