LERA 2024 Conference “Education Uncertainty and Communication Challenges: the Intersection of Past and Future”

We would like to remind you that there are only 21 days left until the LERA 2024 conference, and only 14 days until the registration with announcements ends. Don’t forget to register! Registration for the conference  without an announcement is open until 14 October 2024.

We are  invite education practitioners, education researchers, masters students, doctoral students, university lecturers, education and social policy makers, representatives of scientific associations and non-governmental organisations, and all those who are interested in educational research to participate in the 8th Lithuanian Educational Research Association (LERA) conference “Education Uncertainty and Communication Challenges: The Intersection of Past and Future”,   which will be held on 17 and 18 October 2024 and  will take place at the Faculty of Creative Industries of Vilnius Gediminas Technical University ( 1 Trakų  St., 01132 Vilnius).

The variety and abundance of technologies and communication channels raises many questions for education: what and how to teach? How much technology should be included in the educational process? How to engage learners? how to prepare children and young people for the future? how to develop personality? how to communicate? These and similar questions will be addressed during the LERA 2024 conference. The conference will also explore the phenomenon of educational uncertainty and the challenges of communication at the intersection of past and future.
The first day of the conference (17 October) is dedicated to plenary presentations, scientific debates and other general activities. The proceedings will take place at the Faculty of Creative Industries of Vilnius Gediminas Technical University (1 Trakų  St., 01132 Vilnius). The second day of the conference (18 October) will be dedicated to breakout sessions. The breakout sessions are planned in two sessions of 1.5 hours each, with oral and poster presentations and discussions. Filming and photography will be available during the event. The deadline for registering for the conference with a paper and, if necessary, adjusting the title of the paper is 30 September 2024. For participants without a presentation, the deadline for registration is 14 October 2024.
Preliminary conference programme: here
Registration link: here

Congratulations to the new PhD Juozapas Labokas on the successful defence of his doctoral dissertation “Relationship Formation(s) in a Lithuanian General Education School: between Dialogue and Alienation” ((S 007) Education Sciences)”  and  acquiring a PhD degree of Social Sciences in the field of Education. Scientific supervisor  – prof. Lidija Duoblienė (Vilnius University, Social Sciences, S 007).

The dissertation is available in the libraries of Vilnius University, Klaipėda University and Mykolas Romeris University.

The dissertation is available at:

https://is.vu.lt/pls/pub/ivykiai.ivykiai_prd?p_name=44F6901C55C6CF67258A9BE3FE0D5D17/LA…

A brief annotation of  the dissertation is presented below.

Relationship is a topic of existential importance in human life and education. However, when analysing the field of relationship in educational activities, there is a general sense of disengagement, meaninglessness, helplessness and frustration with education. This is referred to in the research literature as alienation at school, which includes negative attitudes towards school and can be expressed in the areas of relationships with teachers, classmates or learning activities. This raises the question of how we might describe the specificity of the alienation relationship at school, i.e. what characterises this relationship? Who creates such a relationship and how? On the other hand, what is the counterpart to alienation that could be a fruitful alternative for the improvement of education today? In this context, a study is being organised to analyse, from the theoretical perspective of Martin Buber and relational pedagogy, the specificity of the student’s relationship with his/her classmates, teachers, and learning activities in cases of (non-)alienation. Moving away from the negative problem of alienation at school, it seeks definitions of the opposite, i.e. a non-alienated or dialogical relationship at school. The study reveals a wide range of relational experiences at school and shows the multiplicity of the relational field. Alienation emerges as a negative, multidimensional and individual phenomenon, while a dialogic relationship is revealed as the mutual ability and willingness of the pupil, the classmates and the teacher to participate in the act of building an interpersonal relationship.

Dissertation Defence Board:

Chairperson – prof. dr. Liudmila Rupšienė (Klaipėda University, Social Sciences, Education – S 007);
assoc. prof. dr. Danutė Bacevičiūtė (Vilnius University, Humanities, Philosophy – H 001);
assoc. prof. dr. Sandra Kairė (Vilnius University, Social Sciences, Education – S 007);
Prof. Arie Kizel (University of Haifa, Social Sciences, Education – S 007);
Prof. dr. Romas Prakapas (Mykolas Romeris University, Social Sciences, Education – S 007).

Congratulations to the new PhD  Simas Garbenis for successfully defending his doctoral dissertation “Emotional Intelligence Development(s) in Physical Education Classes for Primary School Students with Severe Special Educational Needs” (Education Sciences, S007 ) and aquieing  the degree of Doctor of Social Sciences in the field of Education Scence. Scientific supervisor – assoc. prof. dr. Renata Geležinienė (Vilnius University, Social Sciences, Education – S 007). Scientific advisor – assoc. prof. dr. Ieva Kuginytė-Arlauskienė (Vilnius University, University of Applied Sciences of Western Norway, Stord, Social Sciences, Education – S 007).

The dissertation is available at:
Vilnius University, Kaunas University of Technology, Lithuanian University of Sport and the VU website at: www.vu.lt/lt/naujienos/ivykiu-kalendorius

The dissertation can be consulted at:

https://is.vu.lt/pls/pub/ivykiai.ivykiai_prd?p_name=89722E9D6C0B6EBA7A7909CE6741C932/GA…

A short annotation is presented below. 

The thesis shows how physical education lessons can develop emotional intelligence traits in primary school pupils with severe special educational needs. The thesis provides an overview of the contemporary approach to emotional intelligence, revealing its theoretical assumptions, relevance and role in everyday life, justifying its developmental potential in relation to the specificities of physical education lessons. In order to identify and analyse the prerequisites for the development of emotional intelligence traits in physical education lessons of primary school pupils with severe special educational needs, a qualitative micro-ethnographic study was carried out using the methods of episodic analysis and reflexive thematic analysis. Analysing the data from a teacher-researcher perspective, it was found that the emotional intelligence traits of pupils with severe special educational needs are developed in physical education lessons during active social interactions. The content of these interactions consists of situational-action-reaction chains, which are different for each emotional intelligence trait. The study reveals that the different situations allow the teacher or classmates to apply the relevant traits revealed in the work, developing methods and tools, also known as actions. These actions describe what was done, how, when and why, and what trait of emotional intelligence was developed. The findings of the study suggest that the process of developing emotional intelligence traits in primary school pupils with severe special educational needs can be effective in physical education lessons, without changing the objectives and focus of the lesson, but through the targeted application of the methods and tools and the creation of the necessary conditions revealed in the study during the interactions with the students.

Dissertation Defense Board:

Chairperson – assoc. prof. dr. Irena Kaffemanienė (Vilnius University, Social Sciences, Education – S 007),
Assoc. prof. dr. Violeta Gevorgianienė (Vilnius University, Social Sciences, Education – S 007),
Prof. dr Irina Klizienė (Kaunas University of Technology, Social Sciences, Education – S 007),
Prof. dr. Philip Nordness (University of Nebraska at Omaha, USA, Social Sciences, Education – S 007),
Prof. dr. Diana Rėklaitienė (Lithuanian University of Sport, Social Sciences, Education – S 007).

Congratulations to the new PhD  Lina Pečiulienė on the successful defence of her doctoral dissertation “Becoming a Teacher as an Experience of Professional Identity Formation: ‘I seem to have signed a contract for life…'” (Education Sciences (S 007)) and on the award of a PhD in the field of Education Sciences in the field of Social Sciences. Supervisor – Prof. Remigijus Bubnys (Vilnius University).

The dissertation is available at:

Vilnius University, Kaunas University of Technology, Lithuanian University of Sport and the VU website at: www.vu.lt/lt/naujienos/ivykiu-kalendorius

The dissertation is available at: https://is.vu.lt/pls/pub/ivykiai.ivykiai_prd?p_name=AF7302158162240AE6A88872A74A22ED/PE…

Congratulations to the new PhD Zhiyu Yao on a successfull defendce her PhD thesis “Promoting Emotional Expression in Singing Activities for Primary School Schoolchildren” (Education Sciences  (S 007)) and for  acquiring doctoral degree Education Sciences. in the field of Social Sciences.  The scientific supervisor –  prof. dr. Asta Rauduvaitė (Vytautas Magnus University).

A short annotation is  presented below. 

The dissertation  ”Promoting Emotional Expression of Primary School Schoolchildren in Singing Activities” aims to theoretically and empirically uncover the possibilities of promoting emotional expression of third and fourth grade primary school schoolchildren  in singing activities, by explaining how the process of creating emotional expression of primary school schoolchildren  takes place in the music classroom, which helps to involve schoolchildren in the singing activities practice. The qualitative study revealed that the teaching activities are based on teacher-student interaction, where schoolchildren explore the content, develop learning skills and construct knowledge through active engagement in interactive and dialogical interactions with others. Emotional expressions help to communicate emotional information, including a person’s current emotional state, events occurring in the current context, anticipated actions desired by others observing these expressions, and the person’s intentions and plans for possible actions. Singing acts as a creative channel for emotional expression, enabling students to explore different styles of songs, understand different cultures, stimulate critical thinking, experience different emotions and admiration for music, increase self-awareness, and develop musical skills.

Dissertation  Defence Board

Chair – prof. habil. dr. Vilma Žydžiūnaitė (Vytautas Magnus University, Academy of Education, Educational Research Institute, Social Sciences, Education S 007),
prof. dr. Ona Monkevičienė (Vytautas Magnus University, Social Sciences, Educology S 007),
prof. dr. Rūta Girdzijauskienė (Klaipėda University, Social Sciences, Educology S 007),
Prof. dr. Diana Strakšienė (Vilnius University, Social Sciences, Education S 007),
Prof. dr Jelena Davidova (University of Daugavpils, Social Sciences, Education S 007).

Vytautas Magnus University, Education Academy, Educational Research Institute is excited to present Research Methodology Workshop!

Date: 1 October, 2024

Author: prof. dr.  Marc Robert Lochbaum (Texas Tech University, JAV)

Title: How to publish an academic manuscript

Language: english and lithuanian.

Time: 09.00 –11.00

Summary:

1. Realize your idea is not unique. Thus, you need to be certain your idea is at least a step beyond the current literature.
2. There is a journal for everyone.
3. What is more important – a high-impact journal or a high-impact manuscript?
4. Your methodology must be understandable and thus repeatable.
5. How many words can you write – the importance of understanding your ability to write?

FEES:

Participation is free for VMU staff, VMU PhD students, VMU Master degree students, VMU Masters.

Outside VMU: 20 eur.

Registration link: https://bit.ly/3XODQ71

Registration is open until 27 th, Septemebr (inclusive), 2024.

Certificates will be available.

Registration fee is expected to pay till 26 September, 2024.

Details for fee transfer:

VYTAUTO DIDZIOJO UNIVERSITETAS

Company code 111950396 in the Register of Legal Entities

Banking information SEB Bank

Account nr. LT917044060003105370

Bank address Gedimino pr. 12, 01103 Vilnius, Lietuva

Bank code 70440

Company code 112021238 in the Register of Legal Entities

SWIFT CBVILT2X

Reason for payment: “ETI metodologinis seminaras, 2024-10-01”

***

Dr. Marc Lochbaum is a Professor of Sports and Exercise Psychology at Texas Tech University in the Department of Kinesiology and Sport Management and a chief researcher in the Education Academy at Vytautas Magnus University in Lithuania. He attended the University of Illinois, majoring in psychology, and graduated in 1991. He earned his M.S. in Exercise Science at the University of North Carolina at Greensboro in 1993 and completed his Ph.D. in Exercise Science at Arizona State University in 1998. Dr. Lochbaum started publishing in academic journals in 1993. His first, first author publication (Lochbaum & Roberts, 1993) has been cited continuously since 1994. He is an expert in achievement motivation research, meta-analysis writing, and relationships between sport psychology concepts (such as confidence, self-efficacy) and sport performance.

Information of VMU Education Research Instutute 

Congratulations to the new PhD Danguolė Šakalytė on the successful defence of her PhD thesis on “Integrating Evidence-Based Nursing Education Into Nurse Education in College” (S 007) and acquiring the degree of Doctor of Education in the field of Social Sciences.  The scientific supervisor of the thesis is prof. dr. Valdonė Indrašienė (Mykolas Romeris University, Social Sciences, Education, S 007).

The dissertation is available at: https://www.mruni.eu/event

A  brief annotation  of doctoral dissertation  is  presented below. 

This dissertation explores the development and integration of an evidence-based framework for nursing education into collegiate nursing education. This dissertation study is one of the first of its kind in Lithuania to identify important aspects of the perception of evidence-based nursing and to uncover the determinants of the development of an evidence-based nursing education system. Norton’s (2019) concept of pedagogical action research was chosen as an appropriate research strategy for the study due to its emphasis on participation and partnership and its compatibility with not only the essence of the social sciences, but also with the philosophy of nursing.
The study highlighted the advantages and disadvantages of teaching and learning evidence-based nursing, defined the concept of evidence-based nursing through the perspectives of lecturers and students, and highlighted the role of the lecturer in teaching evidence-based nursing to students. The experiences of lecturers and students revealed in the study may serve as a precondition for updating the undergraduate nursing curriculum to focus on the application of evidence-based nursing teaching, and to declare this teaching as the philosophical basis of the nursing curriculum.

Dissertation Defense Board:

Chairperson – prof. dr. Irena Žemaitaitytė (Mykolas Romeris University, Social Sciences, Education, S 007).
Prof. dr. Rūta Girdzijauskienė (Klaipėda University, Social Sciences, Education, S 007);
Prof. dr. Natalja Istomina (Vilnius University, Medical and Health Sciences, Nursing, M 005);
Prof. dr. Rita Raudeliūnaitė (Mykolas Romeris University, Social Sciences, Education, S 007);
Prof. dr. Penney Upton (University of Canberra, Australia, Social Sciences, Psychology, S 006)

The EERA 2025 Summer School “Cultures in Education, Cultures in Research – Education and Research in Cultures” will take place at Chemnitz University of Technology in Germany from 2-6 June, 2025. Chemnitz will be the European Capital of Culture in 2025. The Chemnitz University of Technology, which will host the EERA 2025 Summer School, has therefore decided to focus on the role of “culture” in educational research, policy and practice.

This Summer School will open the ground to the participants to connect the approach of enhancing the awareness of effects or conditions of the cultural context. For this purpose,  it is proud to announce a keynote speech by Prof. Paul Standish (University College of London). Paul Standish is a true leader in philosophy of education and has dealt with the topos of ‘culture’ in his educational works. In their work as educationalists, his input will excite the participants to search for their way to a critical idea of culture as a medium of their research work, of their topic, and, of their faculty.

Applicants are doctoral and research students who primarily come from or study in EERA‘s member countries. Their research must relate to educational research. The summer school aims to support doctoral students interested in bringing participants’ voices and actions to the core of educational research. Preferably the participant should be a PhD/Doctoral student in the first or second year of his/her studies in order to most benefit from the summer school. In some cases, people who already have their PhD can attend the summer school – they should explain in their application how the the summer school would support them in their further research.

Applications will be accepted from 15 November 2024 to 15 January 2025.
Information on admission: 1 March 2025
Registration/payment: 2 – 31 March 2025
Summer School: 2 – 6 June 2025

For more information: here

About Indrė Lebedytė-Mečionienė, winner of the best ERC 2024 poster. 

Indrė Lebedytė-Mečionienė is a PhD student in Educational Sciences at Vilnius University, Lithuania. She explores education both as a researcher and as a practitioner, since she also works as a chemistry teacher.Indre won the Best Poster Award at the Emerging Researchers’ Conference (ERC) 2024 in Nicosia, Cyprus, 2024.  To view the poster ,,The Experiences and Professional Identity Development of Novice Teachers in the Face of Educational Reality of the 21st Century”  click here. 

The poster presents the PhD project “The experiences and professional identity development of novice teachers in the face of the educational reality of the 21st century”. In Lithuania, around 60 percent of teachers are over 50 years old. In the coming years, there should be a significant increase in beginning teachers in schools, and they will be co-creators of future education. There is a lack of knowledge about who they are and how they experience the first years of their profession, which, research suggests, are perhaps the most important in the formation of beliefs (Hong, 2010, Voss and Kunter, 2020).

The research aims to understand how novice teachers experience the reality of education and how this influences their professional identity. This will be a longitudinal qualitative study, based on a conceptual analysis of relevant literature and narrative research (life history research) (Goodson, 1994). Approximately 10 beginning teachers will be followed over a 2.5-year period, with data collected through at least three in-depth interviews with each teacher, as well as personal reports of critical incidents.

For more information about the reseach read here

The EERA Conference was held. 

The EERA conference “Education in an Age of Uncertainty: Memory and Hope for the Future” took place in Nicosia, Cyprus, 26-30 August 2024, and celebrated the 30th anniversary of EERA. Over 2299 participants from 71 countries attended the conference. 1680 papers were presented. Lithuania was represented by about 40 education researchers from various Lithuanian higher education institutions. The Emerging Researchers’ Conference took place on 26-27 August 2024. At the Emerging Researchers’ Conference, future researchers gave presentations and learned from experienced researchers. The EERA main conference took place from 27-30 August 2024. It included presentations and discussions. VU PhD student Indrė Lebedytė-Mečionienė won the Best Poster Award at this conference.

30 August 2024 LERA president dr. Eglė Pranckūnienė and LErA Board Member Prof. Dr. Raimonda Brunevčiūtė conveyed greetings to EERA on the occasion of its 30th anniversary and presented a study on the participation of LERA members in EERA’s conferences at the LERA stand. The next EERA 2025 Conference “Charting the Way Forward: Education, Research, Potentials and Perspectives” will be held in Belgrade, Serbia in September 2025.

For more information on the EERA 2024 conference and a photo gallery, click here

Congratulations to Indrė Lebedytė-Mečionienė on Winning the EERA2024 Best Poster Award!

We sincerely congratulate Vilnius University representative Indrė Lebedytė-Mečionienė on winning the EERA2024 Best Poster Award at the EERA2024 conference. We wish her further creative impulses!

in 2024, on August 26-30, the ECER conference “Education in an Age of Uncertainty: Memory and Hope for the Future” was held in Nicosia, Cyprus. The next EERA conference will be held in 2025. Serbia, Belgrade.

Prof.dr. Raimonda Brunevičiūtė “Developing an EERA Network Identity – NW 20 through the years”

My first experience with EERA and ECER was also my first experience with NW 20 Research in Innovative Intercultural Learning Environment. Back in 2004, NW 20, still in its third year of operation, stood out from other networks with clearly defined research boundaries, and therefore I immediately felt an affinity to it. Today, I would like to reflect on my 20 years of experience as its member and co-convenor.
NW 20 has never limited itself to only one area of education. From the intial two thematic presentation clusters in 2002/3, we have grown to cover over 15, most of them permanent. NW 20 may have appeared to have no face of its own, but the network’s founders, link convenors John Willumsen, Pavla Polechova, and Manfred Bayer, and later co-convenors Tony Cotton and Maria-Angels Subirats de Bayego, were particularly supportive, encouraging, and committed to conveying to younger co-convenors the network’s innovative and intercultural approach. This was the network’s face – dynamic, constantly renewing, accepting, accumulating, and developing new ideas. Openness strengthened the network’s identity and helped to sustain the network and to compete with the great topic diversity of newly emerging networks.

For more information: https://blog.eera-ecer.de/nw-20-through-the-years/

LERA Greetings to EERA on Its 30th Anniversary

The European Educational Research Association (EERA) will celebrate its 30th anniversary by hosting its esteemed annual conference in Nicosia, the capital of Cyprus, from August 27 to August 30, 2024. This landmark event will bring together a diverse community of scholars. Approximately 40 education researchers from Lithuania will be traveling to participate in the work of the conference, contribute their insights, and present their latest findings. LERA congratulates EERA on its anniversary and sends its warmest wishes.
The  greetings  are available: here

2024 m. rugpjūčio 27–30 dienomis Kipro sostinėje Nikosijoje vyks  Europos edukacinių tyrimų asociacijos (EERA)  tradicinė metinė konferencija ir bus minimas EERA veiklos 30 metų jubiliejus. Iš Lietuvos dalyvauti konferencijos darbe  ir  skaityti pranešimus   išvyksta   apie 40  edukologijos mokslininkų. LETA sveikina EERA   jubiliejaus proga ir siunčia savo linkėjimus.
Linkėjimai: čia

LERA President dr. Eglė Pranckūnienė’s announcement “The Paradigm of Free Education: Are We ploughing on or Are We Irreversibly Moving Away?”

On the 8th of May  in 2024,  a conference “Crossroads and Labyrinths of Educational Reforms” dedicated to Meilė Lukšienė took place at Vilnius College.

The idea of the conference was to share ideas on the importance of national identity, language education, and preservation, how to reconcile global and national, how to achieve educational harmony from kindergarten to senior classes?
Dr. Eglė Pranckūnienė, (Head of the School Improvement Centre, Researcher at KU, President of LERA)  presented an announcement  “The Paradigm of Free Education: Are We Ploughing on or Are We Irreversibly Moving Away?”
The full announcement:  here

Dear all,

“May the love of Lithuania burn in our hearts”! 

Be healthy and happy!

                                       Happy State Day!

                                                    LERA team

Conference themes:

• Linguistic Research: Cognitive Linguistics, Sociolinguistics, Pragmatics, Corpus Linguistics, Lexicology, Meta-lexicography, Discourse studies/ Language in the Media, Public and other Types of Discourse
• Language Teaching, Learning & Innovation: Language Acquisition, Language Testing and Assessment, Language Teacher Education, Language Teaching Methodology, Online Language Teaching and Testing, Language Curriculum Development and Syllabus Design
• Language Policy: Multilingualism, Languages and Rights, Minority and Regional Languages
• Intercultural Education and Research
• Literary Research

Congratulations to the new dr. Rui Li  on  successfully defending his PhD thesis “Promoting self-regulation in music teacher education: challenges and opportunities” (Education(S 007)), and  acqiuring  PhD in the field of Social Sciences, majoring in Education.  The  scientific supervisor  – Rasa Kirliauskienė (Vytautas Magnus University, Social Sciences, Education , S 007).

The dissertation is available at: Vytautas Magnus University and Lithuanian National M. Mažvydas Library.

The dissertation is available  at:  11, Studentų St. Academia, district Kaunas

A short annotation  of the dissertation is presented below. 

The aim of the study is to reveal the characteristics and importance of promoting self-regulation through the challenges and opportunities of preservice music teacher education (with a particular focus on piano). Although scholarly sources analyse the self-regulation of future music teachers and its importance, the analysis of individual aspects often does not reveal the full manifestation of self-regulation in music teacher education. This dissertation aims to provide a theoretical basis for the promotion of self-regulation in the educational process of future music teachers. Using a mixed-methods research approach, it reveals the peculiarities of promoting self-regulation in the process of music teacher education. Self-knowledge and self-positioning, self-knowledge in the educational process, experiences and challenges related to self-knowledge in the educational process, acquired self-regulation skills, and the application of self-regulation among Chinese and Lithuanian prospective music teachers are assessed. Our study revealed that there is a distinct lack of structured scholarly resources on effective self-regulation and stress management strategies, particularly as applied in music teacher education programmes and educational documents.
The dissertation consists of four parts. Part I provides a multifaceted analysis of self-regulation theory, highlighting the importance of preparation and experience for self-regulation, and examining the impact of self-confidence and personality traits on self-regulation. Part II explores the essential roles of music teachers, using the piano – the main instrument of music teacher training – as an example, describing the necessary skills for future music teachers. The psychological aspects, problems and solutions to the acquisition of the skills of future music teachers are discussed in detail. Part III discusses the methodology of the study on the promotion of self-regulation of future music teachers, including methodological approaches, ethical principles, research methods, selection of participants, etc. Part IV analyses the results of the research and suggests promising problems and solutions in the field of future music teacher education. In addition, some solutions to the problems of the training of future music teachers are presented from the perspectives of education and intercultural education.

Dissertation Defence Council:

Chair – prof. dr. Remigijus Bubnys, Social Sciences, Education S 007, Vilnius University, Šiauliai Academy.
Prof. dr. Jelena Davidova, Social Sciences, Education S 007, University of Daugavpils,
Prof. dr. Alvyra Galkienė, Social Sciences, Education S 007, Vytautas Magnus University, Academy of Education,
prof. dr. Asta Rauduvaitė, social sciences, education S 007, Vytautas Magnus University, Academy of Education,
Assoc. prof. dr. Emilija Alma Sakadolskis, Social Sciences, Education S 007, Vytautas Magnus University, Academy of Education.

Congratulations to the new doctor Maria Jose De Urraxa on the successful  defend5ng of her PhD thesis on “Personalisation in Education for Learner Empowerment” (Education Science (S 007)) and  acquiring degree of Social Sciences in the field of Education. The scientific supervisor  – prof. dr. Lina Kaminskienė (Vytautas Magnus University), scientific advisor – prof. dr. Erno Lehtinen (Turku University).

The dissertation is available at the Vytautas Magnus University and the Lithuanian National M. Mažvydas Library.

The dissertation is available at:  11 Studentų  St.  Academia, Kaunas d5strict.

A  brief annotation of the dissertation is presented below. 

Personalisation in education refers to a shift from a teacher-centred to a student-centred approach (Camps-Bansell, 2018), emphasising the active role of students in the learning process (Chocarro et al., 2007; Deed et al., 2014; Coll, 2015). Research on this topic clearly shows that the personalisation process in education requires empowering student agency (Coll, 2015), but the basis for this is unclear. Therefore, this study aimed to investigate the essential components of personalisation in education through teachers’ and learners’ experiences of personalisation and the associated shared expressions of learners’ personal agency.
The methodological approach used in this research work is a methodology based on both quantitative and qualitative research. A sequential explanatory design was applied, involving a two-phase exploratory work. The philosophical model used is critical realism (Bhaskar et al., 1998; Archer, 1998). The quantitative research involved a teacher survey designed by the author and the qualitative research involved observations and interviews in three schools. The results suggest that teachers are trying to personalise learning, although contextual constraints such as large class sizes and the demands of standardised examinations are challenges that make it difficult to fully personalise learning. The results of the qualitative study show that learners’ internal barriers influence communication and conformity preference inhibits their personal agency in the learning process, leading to depersonalisation dynamics.
The study concludes that the personalisation of education as a process requires collaboration between teachers and learners, and the active participation of learners is essential. The practice of personalisation in education has a common theoretical framework, based on anthropological foundations, which allows the application of personalisation as an educational principle. This provides a basis for future research and pedagogical innovation.