Pedagoģiskā kompetence – cilvēkdrošības komponents
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Date
2015
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Rīgas Stradiņa universitāte / Rīga Stradiņš University
Abstract
Rakstā ir aplūkotas cilvēkdrošības konceptu (drošumspējas, drošības loku un drošības gādnieku) integrācijas iespējas un paņēmieni, kas var sekmēt drošas vides radīšanu un saglabāšanu izglītības iestādē gan audzēkņiem, gan pedagogiem. Vienlaikus publikācijā pamatota cilvēkdroša izglītības satura izstrādes nepieciešamība un sniegts ieskats dažu jau pedagoģiskajā praksē aprobētu mācību un metodisko materiālu saturā, kā arī analizēta situācija dažu (selektīvi izraudzītu) izglītības iestāžu darbībā, kas aptver izglītojamo drošības garantēšanu, iekšējo normatīvo dokumentu izstrādi un atbilstību normatīvajos aktos noteiktajām prasībām. Konstatētais liecina, – lai gan ir ieguldīts liels darbs gan valsts, gan lokālā līmenī, joprojām aktuāla ir tieši skolotāju pedagoģiskās kompetences paaugstināšana jaunu, laikmetam atbilstīgu mācību metožu izvēlē, svarīgs ir papildu darbs ar ģimeni un izglītojamo vecākiem, kā arī izglītības iestādes vadības un uzraugošo institūciju konstruktīvs atbalsts.
The article deals with the concept of human security as securitability, levels of security and security providers’ interpretation and integration capabilities, types and methods in education, which would contribute to the creation of a secure environment in education for both pupils and teachers. At the same time publication based of human security curriculum development needs and provides a snapshot of some pedagogical practice already approbated training and methodological material content, as well as analysis of the situation of individual (selectively chosen) educational activities on ensuring the safety of pupils, the development of internal regulations and compliance with statutory requirements. Findings show that, despite the very serious efforts at the national and local level, there is an ongoing direct teacher competence enhancement, new, age appropriate choice of teaching methods, in addition to work with the parents of pupils, as well as the constructive support from both the educational institution’s management and controlling institutions.
The article deals with the concept of human security as securitability, levels of security and security providers’ interpretation and integration capabilities, types and methods in education, which would contribute to the creation of a secure environment in education for both pupils and teachers. At the same time publication based of human security curriculum development needs and provides a snapshot of some pedagogical practice already approbated training and methodological material content, as well as analysis of the situation of individual (selectively chosen) educational activities on ensuring the safety of pupils, the development of internal regulations and compliance with statutory requirements. Findings show that, despite the very serious efforts at the national and local level, there is an ongoing direct teacher competence enhancement, new, age appropriate choice of teaching methods, in addition to work with the parents of pupils, as well as the constructive support from both the educational institution’s management and controlling institutions.
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Keywords
cilvēkdrošība, pedagoģiskā kompetence, pedagoģiskā drošumspēja, drošības loki un drošības gādnieki izglītības iestādē, droša izglītības vide, human security, pedagogical competence, pedagogical securitability, levels of security and security providers in educational institution, security strategies
Citation
Socrates: Rīgas Stradiņa universitātes Juridiskās fakultātes elektroniskais juridisko zinātnisko rakstu žurnāls. A. Vilka red. Rīga, RSU, 2015, Nr. 2 (2). 92.–102. lpp.