A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Socialinių pedagogų kūrybingumo raiška profesinėje veikloje ; Expression of creativity of social workers in professional activities
Purpose – explore the manifestation of creativity in the domain of social education. Objectives: 1. To compare social educators’ subjective creativity with theoretical conceptualization. 2. To set the main professional roles in which social educators‘ creativity is needed 3. To evaluate the role of service length for social educators’ subjective creativity. Hypotheses: 1. Subjective creativity in the domain of social education corresponds with the theoretical conceptualisation of creativity. 2. Social educators’ creativity is mostly needed in the domain of direct service. 3. The longer service length it is associated with the higher level of subjective creativity. Probem of this paper is to describe the need to clarify the concept of subjective creativity in the domain of social education. Social educators’ subjective creativity is underreasearched area in Lithuanian creativity investigations. Creativity is important professional competence, so the reasearch is valuable for the development of social educators’ professional roles. Conclusions 1. Social educators’ subjective creativity coresponds to theoretical conceptualization of the phenomenon. Creativity in the domain of social education can also be defined using the definition of C.Ford and D.Gioia (2000), e.g. it is individual domain, specific results, which are new and valuable. Social educators’ are in agreement that every duty can be done creatively and creativity is manifested in everyday activities. Only a small part of social educators’ connect creativity with extraordinary results, or artistic activities. The subjects of the study recognized the nature of everyday creativity, but only small portion indicated it as the main professional competence. 2. There are four areas, where creativity is manifested, e.g. protecting client interests, direct work with individuals, community project implementation, and skills training. The subjects indicated the highest levels of subjective creativity in the areas of direct work with individuals and community project implementation, but creativity is also needed in protecting client interests and skills training activities. 3. The length of the service has no significant influence on subjective creativity (p>0,05). The age of the subjects is the only demographical variable, which has significant influence on subjective creativity (p<0,05). Younger social educators’ indicated higher level of subjective creativity in the areas of prevention programs‘ implementation, social skills training, and community project implementation.
Socialinių pedagogų kūrybingumo raiška profesinėje veikloje ; Expression of creativity of social workers in professional activities
Purpose – explore the manifestation of creativity in the domain of social education. Objectives: 1. To compare social educators’ subjective creativity with theoretical conceptualization. 2. To set the main professional roles in which social educators‘ creativity is needed 3. To evaluate the role of service length for social educators’ subjective creativity. Hypotheses: 1. Subjective creativity in the domain of social education corresponds with the theoretical conceptualisation of creativity. 2. Social educators’ creativity is mostly needed in the domain of direct service. 3. The longer service length it is associated with the higher level of subjective creativity. Probem of this paper is to describe the need to clarify the concept of subjective creativity in the domain of social education. Social educators’ subjective creativity is underreasearched area in Lithuanian creativity investigations. Creativity is important professional competence, so the reasearch is valuable for the development of social educators’ professional roles. Conclusions 1. Social educators’ subjective creativity coresponds to theoretical conceptualization of the phenomenon. Creativity in the domain of social education can also be defined using the definition of C.Ford and D.Gioia (2000), e.g. it is individual domain, specific results, which are new and valuable. Social educators’ are in agreement that every duty can be done creatively and creativity is manifested in everyday activities. Only a small part of social educators’ connect creativity with extraordinary results, or artistic activities. The subjects of the study recognized the nature of everyday creativity, but only small portion indicated it as the main professional competence. 2. There are four areas, where creativity is manifested, e.g. protecting client interests, direct work with individuals, community project implementation, and skills training. The subjects indicated the highest levels of subjective creativity in the areas of direct work with individuals and community project implementation, but creativity is also needed in protecting client interests and skills training activities. 3. The length of the service has no significant influence on subjective creativity (p>0,05). The age of the subjects is the only demographical variable, which has significant influence on subjective creativity (p<0,05). Younger social educators’ indicated higher level of subjective creativity in the areas of prevention programs‘ implementation, social skills training, and community project implementation.
Socialinių pedagogų kūrybingumo raiška profesinėje veikloje ; Expression of creativity of social workers in professional activities
Rubinienė, Lolita (author) / Lapėnienė, Dalia
2013-05-30
Theses
Electronic Resource
Lithuanian , English