Latvia University of Agriculture - Latvijas Lauksaimniecības ...

K. Vārtukapteinis Agricultural Engineering and Pedagogical Sciences at the Faculty of EngineeringHistory of Education, Science and MachineryAt the Faculty, also research in the field of the history of education, science andmachinery is carried out (K. Vārtukapteinis, J. Ozols, A. Čukure, J. Tupiņš). The researchresults are presented in 21 presentations at international scientific conferences, 6 articlesin international scientific issues, 17 scientific issues in Latvia, and 87 other publications,including 14 monographs.Pedagogical Environment ResearchResearch in the field of pedagogics at the Faculty started already in the 1960s. Thefirst dissertation in pedagogical sciences was defended already in 1967 by J. Blīvis, ateacher of the Department of Tractors and Automobiles (Бливис, 1967).The research in pedagogical science is concentrated at the Institute of Education andHome Economics and is carried out mainly in countryside environment or in organizationsrelated to rural areas. The selection of the themes, aims and tasks of the research isdetermined by the necessity to solve education problems in regions. The research iscarried out in the sub-branches of comprehensive schools, higher schools, and adultand branch pedagogics in five research trends: ecology of education, competence inrural environment, professional and career education, life quality in the context ofhome environment, and natural and engineering didactics. Pedagogical environmentresearch was started in the 1990s and is still continued (A. Aizsila, I. Apsīte, R. Baltušīte,B. Briede, I. Katane, L. Pēks, T. Sēja (1955-2009), etc.). Long-term pedagogicalexperience of researchers and achievements of the graduates from the Faculty ofAgricultural Mechanization at work have been evaluated. It has been stated that it isstrongly influenced by the social environment of studies and the formal education obtainedin it. The statements were theoretically substantiated and experimentally tested thatessential characteristics of pedagogical environment are multifamily, activities friendly tothe participants of studies and possibilities to manage their emotional conditions. Underthe influence of human ecological theories and conceptions, education ecology researchwas continued and it transformed and extended through formation and developmentof the branch of educational ecology. In the result of the research, the philosophicalmethodologicalbasis of education ecology was developed and the role of educationecology among the many sub-trends of human ecology was substantiated. Recentlywork at development of the conceptual substantiation of ecology education is continuing.The research characterizes the multiformity of the educational paradigm today, whichshows the changing processes in society, development of science and pluralism in thedemocratic educational environment. Scientific substantiation of the ecological paradigmin education and complementarity of conceptual approaches has been given. The systemapproach in development of environmental models has been substantiated respectingthe structural, functional and evolutionary aspects of environment, and the basicprinciples of ecological approach in education have been formulated and substantiated.The research has resulted in a promotion work (Katane, 2005). The research resultsare reflected in 54 presentations at scientific international conferences, 62 articles ininternational scientific issues, 5 scientific issues in Latvia, and 38 other publications,including 4 monographs. In the future dissertation of R. Baltušīte “Development of futureteacher readiness for professional activities in school education environment” researchis carried out in scientific substantiation of the notion “readiness for professionalactivities” and techniques of diagnostics as well as in development of the model offuture teacher pedagogical internship at school. In the doctoral dissertation of I. Kalniņa“Development of secondary school student competitiveness in the process of non-formalcareer commercial education at country school”, research is carried out in the scientificsubstantiation of the notions “personal competitiveness” and “competitive specialist”,development of techniques of diagnostics and indicator systems as well as in elaborationof non-formal commercial education didactic model in the context of career educationat school. In the doctoral dissertation of D. Penke “Professional self-determination ofcountryside students in the process of elementary school career education”, a careereducation model at country school has been developed, and work is carried on atperiodisation of human professional formation and development, scientific substantiationof personal professional self-determination and its diagnostics. The scientific and practicalcontribution of the research in education quality of future teachers is substantiatedin the future dissertation of I. Apsīte “Development of reflection in teacher educationat higher school”.42 Latvia University of Agriculture – 70, 2009