Dorovinės vertybės : būsimųjų technologijų mokytojų požiūrio longitiudinis tyrimas

LTStraipsnyje pateikiama 1999-2009 m. Vilniaus pedagoginiame universitete (VPU) atlikto longitiudinio tyrimo analizė. Lyginant būsimųjų technologijų mokytojų požiūrį į dorovinių vertybių (jautrumo, tausojimo, atvirumo, orumo, atsakingumo, altruizmo) reitingus, atskleistos respondentų požiūrio kaitos tendencijos. Nagrinėjamas šeimos, mokyklos poveikis mokinių dorovinių vertybių internalizacijai. [Iš leidinio]Reikšminiai žodžiai: Altruizmas; Dorovinės vertybės; Elgesio kultūra; Elgesio kultūros vertybės; Altruism; Culture of behaviour; Moral values; Values of culture of behaviour.

ENAnalysis of a longitudinal study on the attitudes of Vilnius pedagogical university students - future technology teachers - towards moral values is presented here. The research was carried out in 1999-2009. This article analyses the development of moral values (tenderness, regard, frankness, dignity, responsibility, altruism). Statistical relations are revealed comparing the ratings of the values analysed in respect of demographic rates and the research years. The findings of the research have shown that frankness is at the top of the ratings of the analysed moral values; it is further followed by tenderness, responsibility, altruism, and regard in the order of importance. Almost half of the future technology teachers (45.1%) are in favour of frankness and only about one third of the respondents (34.8%) say that their closest friends follow this moral value in their lives. Most frequently (in about half of the cases) the respondents saw frankness as the most important value in 2002, 2003, and 2005. In 2004 this value was the least popular. Altruism has been attributed to the least popular values. Only 20.3% of the respondents state that they prefer peers who follow this value, and only 12.2% think that their closest friends consider altruism important. In view of the research years (1999-2009) altruism was most valued in the year 2000 (38%), and in 2004 and 2006 its popularity fell down to 4%. However, since the year 2007 the importance of this value has been growing.The study has also revealed that family is the most influential factor in developing moral values. The majority of the informants (88.9%) are convinced that their parents have most stressed the formation of moral norms, 82% think that following the rules of etiquette has been emphasised in their families, while 74% stressed polite behaviour. 71.9% of the respondents pointed out that respect for others was developed in their families. The importance of the family for the development of this value has grown up from 50% to 84% during the research period. The impact of the family for the development of moral has not changed during this time period, while the curve for the role of the family in teaching the rules of etiquette has been the most dynamic - falling from 87% in 1999 down to 60% in 2003. The future technology teachers who participated in the research consider the impact of the school on the development of pupils' values very important as well. 69% of the informants think that school pays the biggest attention to following the rules of etiquette; 64.5% of the respondents point out the development of politeness; 6 5% of the research participants state that school develops moral qualities; and 53.5% of future technology teachers think that school develops respect for others. [text from author]

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