Volume/Issue :

Article type :

Case study

Page No :

49-56

Abstract :

At the theoretical level in the XXI century, two different viewpoints about the education of a person still prevail. One of them approves of the education employing tools, that have an impact on a person - the subject there is the teacher and the objects is the pupil. The other ap-proach accentuates interface between two equivalent subjects – the educator and the educated person. The Lithuanian school is being reformed towards the principles of the educational interaction in conformity with conceptual documents. Thus a realistic contraposition of theoretical approaches and raised educational objectives actually exists. Such kind of contraposition exists not only on a theoretical level, but in practice as well. Therefore, it will be always important to research the educational practice and propose means how to consolidate different principles of the educational interaction in the reformed school. That is the importance of the selected topic. In this paper the educational interaction is understood as a dynamical intercourse system between the educator and the educated person. This intercourse involves pedagogical communication, pedagogical information, pedagogical requirement and pedagogical intercourse (Bitinas, 2006, p 47). The aspect of the research is to show how the quality of the educational interaction is being handled theoretically and practically. It is done orienting school practice towards consolidation of the educational interaction that is typical of the humanistic educational paradigm. The basic quality elements of the educational interaction are components of the educational interaction that solidify the objectives of the education and correspond to peculiarities of a relative age range.

Keywords :

education paradigm, educational interaction, educational methods, quality of the educational interaction

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Cite as :

Rudelienė, V. (2009). Ugdymo sąveikos kokybės valdymas pradinėse mokyklose [Managing the quality of educational relations in primary schools]. Švietimas: politika, vadyba, kokybė / Education Policy, Management and Quality, 1(1), 49-56. https://doi.org/10.48127/spvk-epmq/09.1.49