Gera bendrojo ugdymo mokykla: mimikrija ar metamorfozė?
LTAnalizuojama Geros mokyklos koncepcija (2015): geros mokyklos misija, bruožai, akcentuojamas jos esminis skirtumas nuo šiandieninės mokyklos, orientuotos daugiau į akademinius pasiekimus. Geros mokyklos rezultatas – mokinio branda, pasiekimai, pažanga. Išryškinamos šios mokyklos dvi dalys: misija ir mokyklos įgyvendinimui įtakos turintys veiksniai. Pateikiami 2016 m. kokybinio tyrimo duomenys – ekspertų geros mokyklos samprata, galimi jos įgyvendinimo trikdžiai. Siūlomi tapsmo gera mokykla postūmiai. [Iš leidinio]Reikšminiai žodžiai: Ekspertinis tyrimas; Galimybės; Gera mokykla; Misija; Trikdžiai; Expert research; Good school; Interference; Mission; Possibilities.
ENThe article discusses the question of scientific dimension: is the conception of the Good School to face mimicry in Lithuanian, or perhaps there are possibilities for metamorphosis of a comprehensive school, i.e. to become a good school, which is defined in the Conception of the Good School (2015). The aim of the article – to highlight the possibility for a comprehensive school to become the Good School. Methodological attitude of social constructivism: people construct their personal understanding and this is not the specular reflection of the knowledge or abilities conveyed to them, this is their personal reflection (Kukla, 2000). The first part analyses the Conception of the Good School (2015): its mission, features; its essential difference from a modern school, which is more oriented to academic achievements, is emphasized. The result of this school – the student’s maturity, achievements, progress. Two parts of this school are highlighted: the mission and factors influencing implementation of the school. The second part presents the data of the qualitative survey performed in 2016 – the conception of experts on the good school, the keywords of the Good School presented by them, possible interference of its implementation. In summing up, it is possible to state that the experts do not question either the conception of the good school or its implementation. Only it is necessary to carry out the analysis of the implementation interference, to foresee their decisions and concentrate communities for implementing the good school. [From the publication]
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