Social Roles of the Teacher in Militarized Educational Institution
DOI:
https://doi.org/10.17770/sie2013vol1.155Keywords:
social roles, militarized educational institutionAbstract
In our daily life, in society we are fulfilling a variety of roles. Teacher in educational institution has a number of roles which are performed to achieve the objectives of the educational process. In contradistinction to vocational education institutions, militarized educational institutions train staff for performance of specific tasks. The main task is to make the personnel ready for practical service. Militarized educational institutions are working on the basis of principle of one man management. Teacher in such institutions is an official with the service rank and in educational process he performs specific roles as a result of service relationship. The present paper discovers the nature of specific roles and how they effect achieving the goal in militarized educational institution.
Supporting Agencies
Šis darbs izstrādāts ar Eiropas Sociālā fonda atbalstu projektā „Atbalsts doktora studijām Rēzeknes Augstskolā”, Nr.2009/0161/1DP/1.1.2.1.2/09/IPIA/VIAA/007”..
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2. Beltran, E.V. (2011). Roles of the teachers – a case study based on: Diary of language teacher (Joachim Appel, 1995). Universitat Jaume.
3. Deci, E.L., Ryan, R.N. (1987). The support of autonomy and control of behavior. Journal of Personality and Social psychology, (53), 1024-1037.
4. Edmonds, R.,R. (1983). Search for effective schools: The identification and analysis of city schools that are instructionally effective for poor children (final report). Michigan State University.
5. Harden, R.M., Crosby, J.R. (2000). The good teacher is more than a lecturer – the twelve roles of the teacher. Medical Teacher 22 (4), 334-347.
6. Handley, G.D. (1973). Personality, learning and teaching. London and Boston: Routledge&Kegan Paul.
7. Ivič, I., Pešikan, A., Antič, S. (2001). Aktivno učenje. Beograd: Institut za psihologiju.
8. Jurgena, I. (2002). Vispārējā pedagoģija. Rīga: SIA Izglītības soļi.
9. Omārova, S. (1998). Cilvēks runā ar cilvēku. Rīga: Kamene
10. Omārova, S. (1996). Cilvēks dzīvo grupā. Rīga: Kamene
11. Pļaveniece, M., Škuškovnika, D. (2002). Sociālā psiholoģija pedagogiem. Rīga: Raka.
12. Ryans, D.G. (1970). Characteristics of teachers. Washington D.C.:American Council on Education.
13. Šmite, A. (2006). Izglītības iestādes vadība. Rīga: RaKa.
14. Špona, A., Čehlova, Z. (2004). Pētniecība pedagoģijā. Rīga: RaKa.
15. Valsts robežsardzes reglaments (2008). Aplūkots 15/05/2012, no http://www.rs.gov.lv/doc_upl/VRS%20reglaments%2021.05.2010..pdf
16. Zelmenis, V. (2000). Pedagoģijas pamati. Riga: RaKa.
17. Добрович, А.Б. (1980). Общение: наука и искуство. Мockвa.
18. Радугин, А.А., Радугин, К. А. (1994). Социология: курс лекций. Воронеж.
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Published
2015-05-30
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Section
Higher Education Pedagogy
How to Cite
Indriksons, A. (2015). Social Roles of the Teacher in Militarized Educational Institution. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 1, 91-99. https://doi.org/10.17770/sie2013vol1.155
