In this paper, the opinion of students of primary education regarding the characteristics of a profession will be determined. The aim of this research is to establish opinion of students of primary education regarding characteristics of a profession. Independent variables are current year of study, previously finished high school and module/course students take. The research was conducted with a questionnaire in the academic year 2019/2020. The sample consisted of students of the first and fifth year at the Faculty of Teacher (...) Education, University of Zagreb. The results show that students of primary education recognize characteristics of a profession. There is a statistically significant difference between students of different years of study and with different previous education. (shrink)

Socialinio darbo teoretikai sutinka, kad Pierre’o Bourdieu sociologijos įtaka sociali­ niam darbui plečiasi ir gilėja. Kita vertus, kai kalbama apie socialinio darbo profesiją, tie patys teoretikai ignoruoja P. Bourdieu nuostatą nuo profesijos tyrimų pereiti prie profesinio lauko analizės. P. Bourdieu profesijos fenomeną laikė biurokratinės pri­ gimties konceptualizacija, kuri įtvirtina mokslinio mąstymo logikai prieštaraujančias heteronomijos apraiškas. Straipsnyje siekiama įgyvendinti P. Bourdieu reikalavimą ir, pritaikius jį socialiniam darbui, nuo socialinio darbo profesijos analizės pereiti prie socialinio darbo profesinio lauko tyrimų. Straipsnyje ieškome atsakymo (...) į klausimą, kaip keičiasi su socialiniu darbu siejamų veiklos formų arba praktikų traktavimas, kai socialinio darbo profesijos analizę keičia socialinio darbo lauko tyrimas. Palyginę trijų skirtingų šalių – JAV, Japonijos ir Lietuvos – socialinio darbo profesinės veiklos lau­ kus, priėjome prie išvados, kad profesinio lauko, kitaip nei profesijos, požiūris sudaro prielaidas įtraukti į socialinio darbo lauką tas socialinio įgalinimo praktikas, kurios, socialinio darbo profesijos požiūriu, lieka anapus biurokratinio socialinio darbo reg­ lamento. (shrink)

Poimanje čovjeka kao osobe utječe na neposredno djelovanje, što osobito dolazi do izražaja u skrbi tijekom bolesti i patnje. Iako je medicina stara koliko i čovječanstvo, tijekom posljednja dva stoljeća kao znanost razvija se unutar biomedicinske paradigme koja je obilježena pozitivizmom.Od vremena Florence Nightingale profesija medicinskih sestara pokušava se razviti unutar vlastite paradigme koju obilježavaju četiri koncepta od kojih je osoba središnji koncept. Tek se proteklih pola stoljeća razvijaju jedinstvene zdravstvene njege u kojima se naziru obilježja personalizma. Pokušaji pojedinih (...) teoretičarki da definiraju pojam osobe približili su ga klasičnoj definiciji osobe kakva se nalazi u filozofskoj antropologiji.Činjenica da postoje teorijski modeli koji usmjeravaju praksu od biomedicinskoga preko holističkog prema personalističkome nazoru govori u prilog da sazrijeva misao o važnosti promatranja čovjeka kao osobe sa svim neposrednim pozitivnim učincima takvoga pogleda. (shrink)

The paper focuses on issues of development dimensions of Medical Law and its ongoing process of standardization and harmonization on one hand, versus the traditionally rooted and available principles of biomedical ethics, on the other. The collision of new legal institutes and the spread of human rights protections is evident. This paper follows the theory and practice of medical ethics and medical law. The theoretical aspect points out medical ethics as one of the sources of medical law. Legal theory makes (...) a distinction between formal and autonomous sources of medical law. Even though ethics is morally much higher, law prevails because it has stronger sanctions and legal power. In its practical aspect, this paper gives examples of different situations of medical decision-making processes. Ethical rules are of the utmost relevance in the domain of confidentiality and options of medical treatment. But, in concrete medical procedures, where legal positions of patients are evidently very significant, law has a more distinct function. Therefore, explaining particular cases from medical malpractice, such as cases of penal, civil or professional liability have an ethical dimension as well. Members of medical professions in Serbia often find these cases unfair. Mostly this is the consequence of ignorance in this kind of medical law and ethics relations. A discussion about practical cases has in that sense a self-learning component, which could be developed to strengthen ethical reasoning and judgment. Clanak stavlja naglasak na razvojnu dimenziju medicinskog prava i pitanja u kojoj meri njegova standardizacija i harmonizacija, na jednoj strani, uticu na primenu tradicionalno ukorenjenih vazecih principa biomedicinske etike, na drugoj. Teorijski aspekt clanka upucuje na medicinsku etiku kao jedan od izvora medicinskog prava koji se smatra autonomnim izvorom. Iako je etika na visoj lestvici, pravo preteze jer ima pravnu snagu element prinude i jacu sankciju za postupanje protivno pravilima. U svom prakticnom aspektu ovaj clanak stavlja naglasak na razlicite situacije pri donosenju medicinskih odluka, gde pravni polozaj onog ko se leci postaje veoma bitan, a pravo tu ima striktno odredjenu funkciju zastite. Zbog toga, objasnjenje posebnih slucajeva pogresne medicinske prakse ima svoj eticki, ali pre svega pravni znacaj, kakvi su slucajevi procesuiranja krivicne, imovinske i staleske odgovornosti. Pripadnici medicinskih profesija u Srbiji cesto smatraju sudske postupke protiv sebe nepravednim. Vecinom je to posledica upravo nepoznavanja odnosa normi medicinskog prava i etickih pravila. Razmatranje slucajeva iz prakse ima i svoju edukativnu komponentu koja na taj nacin unapredjuje eticko promisljanje i osnazuje pravno odlucivanje. (shrink)

Pritaikant Davido Riesmano (1989) adaptacijos socialinių pokyčių laikotarpiu koncepciją straipsnyje analizuojama, kokią įtaką besikeičianti institucinė aplinka ir readaptacinis šeimos elgesys turi 1980–2000 metais gimusių ir nepriklausomoje Lietuvoje augusių asmenų gyvenimo scenarijams ir pasirinkimams, susijusiems su profesija ir šeima. Autorė nagrinėja, kokie yra jaunimo profesinės karjeros ir šeiminio gyvenimo pasirinkimai, kokią įtaką tiems pasirinkimams turi šeima kaip vienas iš svarbiausių adaptatorių, kaip šeimos sėkmingos ar nesėkmingos readaptacinės praktikos naujoje socialinėje tikrovėje daro įtaką jaunimo profesinei karjerai ir kokios priežastys lemia ilgalaikių (...) įsipareigojimų, susijusių su šeiminio gyvenimo planais, baimę. Analizė paremta 67 gyvenimo istorijos interviu, surinktais 2021–2022 m. aštuoniose Lietuvos apskrityse, vykdant Lietuvos mokslo tarybos finansuojamą mokslininkų grupių projektą „Užaugę Nepriklausomoje Lietuvoje: 1980–2000 metais gimusiųjų gyvenimo eiga, elgsenos strategijos ir jų kontekstai“ (2021–2024). (shrink)

This text, as a continuation of our reflections on dispositions for pedagogical practice, is a critical reflection on our everyday working life, in which we detect numerous dilemmas related to the goal of the pedagogical profession. We move points of contention – such as being neutral or engaged, building a distanced or close pedagogical relationship, prioritising one’s own benefit or that of others, rejecting or accepting conflict as a potential agent of change – out of the halls and classrooms in (...) which we spend time and, breaching the comfort zone of not thinking about them, accent the apparently ambivalent dichotomy of public and private in the hidden curriculum of these spaces. By conceptualizing dispositions as evolving predictive beliefs and personal traits, the paper advocates abandoning the view of pedagogues as neutral professionals devoid of personal beliefs, qualities, and limitations, instead focusing on ethics, reflexivity, and authenticness as the basic dispositions for pedagogical practice directed towards supporting the possible and transformative in the pedagogical relationship. The paper concludes with a consideration of the responsibility of pedagogy programmes and pedagogues themselves in cultivating the aforementioned dispositions. (shrink)

In Croatia, as well as around the world, teachers would rarely describe their profession as respected in the society. Most authors agree that the strengthening of the teacher’s identity might help in elevating the perceived value and the overall status of education. The objectives of this study are: to identify ways in which education increases the quality of life, to explore perception of teaching profession status, to examine the perception of both the teaching profession and changes in the educational system (...) and, finally, to determine the motivation for becoming a teacher. The sample comprises 74 primary and secondary school students, 73 parents, 38 students of teacher studies and 35 primary and secondary school teachers. Results were interpreted in the context of Korthagen’s model. Results show that teachers view teacher’s identity as connected to the core values, while parents and students describe the teacher’s identity through characteristics related to behaviour and competences. The task of the initial teacher education is to encourage students to reflect upon the values of the teaching profession. Such reflection helps in building the core values of the teacher’s identity and increases one’s appreciation of it. (shrink)

Following the question of what it means to be a dance pedagogue, the aim of this paper was to examine some determinants of the profession of dance pedagogue and to establish the meaning and understanding of the way dance pedagogues speak about the ‘pedagogical’ in their profession. By applying qualitative research and the method of in-depth interviews with dance pedagogues who work in different fields of education and art, we tried to describe and analyse the area of their work, their (...) educational activities, and values they promote in their work. As a result of the qualitative analysis and the interpretative phenomenological analysis of the rich narratives, we have identified five topics: the notion of dance as a dimension of artistic and educational activity; the determinants of pedagogical work; the meaning of pedagogical role; the transformation of artistic practice into pedagogical practice; the distinguishing characteristic of the educational method. The results point to the conclusion that dance pedagogues see their work as a primarily educational work that combines art and pedagogy. The pedagogical knowledge of the dance pedagogues is an inseparable part of their professional habitus. (shrink)