Individualaus pasipriešinimo edukacinėms novacijoms priežastys ir raiškos tipai : bendrojo lavinimo mokyklų vadovų požiūris

LTStraipsnyje analizuojama aktuali mokslinė problema: kokios priežastys įtakoja ir kaip pasireiškia individualus vadovų ir pedagogų - pasipriešinimas pokyčiams bei edukacinėms novacijoms Lietuvos, kaip revoliucines transformacijas patiriančios šalies, miesto ir rajono bendrojo lavinimo mokyklose? Straipsnį sudaro trys dalys: pirmojoje dalyje analizuojami individualaus pasipriešinimo raiškos ir priežasčių teoriniai aspektai, antrojoje - pristatoma tyrimo metodika ir organizavimas, trečiojoje dalyje pateikiami atlikto tyrimo rezultatai Kauno miesto ir rajono bendrojo lavinimo mokyklose. [Iš leidinio]Reikšminiai žodžiai: Bendrojo lavinimo mokykla; Edukacinės inovacijos; Individualus pasipriešinimas; Individualus pasipriešinimas edukacinėms inovacijoms; Mokyklos vadyba; Mokytojų konservatyvumas; Vidurinės mokyklos; Conservatism of teachers; Educational Innovations; Individual Resistance; Individual resistance for educational innovation; Management of School; Secondary Schools; Secondary school.

ENThe article discusses a pressing scientific problem: how individual resistance of principals and teachers to changes and educational innovations manifests itself and what reasons make influence upon it in urban and rural secondary schools in Lithuania as the country experiencing revolutionary transformations. The article consists of three parts. The first part analyses theoretical aspects of individual resistance expression and reasons, the second part presents the research methodic and organization, and the third one discloses the results of the research at secondary schools of Kaunas city and county. Having summarized the following conclusions can be drawn: Teachers as subjects-representatives of school as organization resist educational changes due to the following main reasons: fear for future, lack of information about change, conservatism of teachers, lack of knowledge and competence, unclear goal of reforms, fear of additional work and troubles as well as non-understanding of change importance. Teachers most frequently resisted profiled teaching implementation, project and program preparation, school network optimization as well as school reorganization. [Text from author]

• Sociologija / Sociology
• Psichologija / Psychology
• Edukologija / Education