Pedagogų profesinių santykių ypatumai
Peculiarities of Educatiors' Professional Interactions

Summary/Abstract: Educators' theoretical and empirical investigations emphasize the necessity to be more reflective practitioners, more methodogical solvers and more thoughtful decisions makers. Educational practitioners are involved in the process of inquiry to improve educational practice by studying the literature and research, related to their actual questions and then choosing an approach or designing an alternative. Teaching is highly complex and most teachers had to explore common problems and possible solutions and share new pedagogical and psychological approaches. So, for effective teaching, educators need to be reflective and skillful in relationships with colleaques and pupils. The purpose of this article is to describe peculiarities of educators' professional interactions. Phenomenological study of educa to regenerated metaphors was used. These metaphors described their relationships with a ministrators, colleaques, pupils and parents of pupils. The research involved 30 teacher, the professionar experience of the deviates from 1 to 30 years. Participants had to describe their metahors about administrtors, colleques, pupils and parent of pupils. Metaphor are analysed on the basis of their contents, emotional directedness and the depth of their avvareness. The research results indicate that shared and metasphors of negative emotional directedness about adminiistrators are characteristic for all participants. The men belonging to this sample manifested negative emotional directedness of relationships with colleaques and pupils. Women teachers of this sample develop positive interapitions with colleaques.

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