Līva Goba-Medne | University of Latvia (original) (raw)
Papers by Līva Goba-Medne
Līvas Gobas bakalaura darba „9.klases skolēnu problēmu risināšanas prasmju attīstība mācību proce... more Līvas Gobas bakalaura darba „9.klases skolēnu problēmu risināšanas prasmju attīstība mācību procesā” aktualitāte balstās nostādnē, ka mūsdienīgai mācību iestādei mācību procesā skolēniem jānodrošina ne vien veiksmīgai dzīvesdarbībai 21.gadsimtā nepieciešamās zināšanas, bet arī prasmes. Pētījumā analizēta problēmu risināšanas prasmju būtība un priekšnosacījumi to attīstībai mācību procesā, empīriski izpētīta vispārizglītojošas vidusskolas Z 9.klases skolēnu problēmu risināšanas prasmju attīstība. Balstoties uz pētījumā gūtajām atziņām, izveidoti ieteikumi tādai mācību procesa organizācijai, lai skolas mācību process un izglītojošā darbība veicinātu skolēnu problēmu risināšanas prasmju attīstību. Atslēgvārdi: problēma, problēmu risināšanas prasmes, pusaudžu vecumposms, mācību process.The bachelor’s paper of Līva Goba “Development of problem solving skills with 9th form pupils in teaching-learning process” ir based upon the viewpoint that a contemporary education institution must not o...
Transforming of teaching and learning paradigms in education has been a long-standing object for ... more Transforming of teaching and learning paradigms in education has been a long-standing object for debate. Various educational reform movements have formed along with divergent views on what quality education is. The COVID-19 pandemic has created a worldwide disruption not only to the continuity of education, but to the existing teaching strategies and learning modes as well. Teachers had to reorient their professional activity towards remote and hybrid teaching within a short period of time. This creates a crisis-like learning situation that requires not only the acquisition of practical skills, but it demands the transformation of the teaching activity itself. Learning associated with such transformations deserves closer examination. The aim of this article is to discuss the theoretical and the practical underpinnings of a study which aims at conceptualizing learning experiences of teachers that have accompanied the transformations of their professional activity during the COVID-19 pandemic situation. Indepth literature review was performed using both key word search and reference chaining to discover key authors, key texts, and key ideas. Further on central concepts were analysed and methodology was developed for researching the learning experiences teachers have undergone during the COVID-19 pandemic that have transformed their professional activity. Interpretivist subject-centred approach in line with social constructivism is applied. The article concludes that the central concepts-learning experiences of teachers, transformative learning, professional activity of teachers-serve to build a logical and compatible research framework. Narrative interview along with documentary method of interpretation and theoretical sampling forms coherent and validated methodology.
Acta Paedagogica Vilnensia, Dec 28, 2020
The ambitious objectives of European language policy and the strive for competitiveness have led ... more The ambitious objectives of European language policy and the strive for competitiveness have led to an increasing emphasis on foreign language competence at the level of national education systems. Using Spolsky’s onion model of language policy (2004) and Engeström’s Expansive Learning theory (1987, 2008), the study attempts to determine the formative influence of the existing multilayered language policy on the professional development of Latvian educators with the aim to compare the situation for teachers and teacher educators in respect of their English language proficiency.Given the prioritisation of English and strategic differences in foreign language management in relation to teachers and faculty, the activity systems analysis points to significantly higher demands and concomitant pressure in respect of English language competence of academic staff, and the lack of incentives to increase their proficiency for teachers. Remedying the existing situation through policy making, both systemic and individual perspectives should be taken into account, as their interplay affects the agency of educators in achieving the goals.
Sabiedrība, integrācija, izglītība, May 21, 2019
The concept of learning experience holds its eminent place within the paradigm of constructivism ... more The concept of learning experience holds its eminent place within the paradigm of constructivism in contemporary educational science. The study process is being designed and construed to foster educative experiences in accordance with the desired learning outcomes. Transformative learning theory and the concept of perspective transformation marks a specific type of learning experience – one that reconstructs the frame of reference of the learner. Such a paradigmatic shift is also considered necessary for large-scale educational reforms to succeed. Transformative learning theory itself doesn’t provide clear-cut solutions for implementation of a certain reform ideology, to the contrary – it questions the assumptions that guide one’s action in order to construct a more inclusive, better informed and functional meaning perspective which may disagree with the assumptions that are imposed institutionally. As part of teacher professional development, transformative learning practices hold a promise for emancipation of the teaching profession and the development of agency. This article theorizes the concept of learning experience from the perspective of phenomenology and the theory of transformative learning, bringing forward the concept of transformative learning experience. The aim of the research is to explore the concept of transformative learning experience as an object of study within teacher professional development.
To Be or Not to Be a Great Educator
The COVID-19 pandemic has brought teachers professional and personal challenges, creating particu... more The COVID-19 pandemic has brought teachers professional and personal challenges, creating particularly stressful crisis-like conditions for their learning and development. The aim of this qualitative study is to conceptualise teachers’ learning experiences that have accompanied the transformations of their professional activity during the COVID-19 pandemic. Narrative interviews of teachers were conducted in Latvia in the spring/summer of 2022. They were coded and analysed according to thematic analysis method. This article entails the results of the first stage of the study. The study found that teachers’ learning experiences during the COVID-19 pandemic are characterised by the paradigm of transformative learning as overcoming. Thematic structure of the learning experiences was developed and comprises 4 themes (dealing with limitations, seeking support from community, learning on the go, drawing conclusions) as well as 13 subthemes, which describe teachers’ experiences in rich deta...
Human, Technologies and Quality of Education, 2022
Transforming of teaching and learning paradigms in education has been a long-standing object for ... more Transforming of teaching and learning paradigms in education has been a long-standing object for debate. Various educational reform movements have formed along with divergent views on what quality education is. The COVID-19 pandemic has created a world-wide disruption not only to the continuity of education, but to the existing teaching strategies and learning modes as well. Teachers had to reorient their professional activity towards remote and hybrid teaching within a short period of time. This creates a crisis-like learning situation that requires not only the acquisition of practical skills, but it demands the transformation of the teaching activity itself. Learning associated with such transformations deserves closer examination. The aim of this article is to discuss the theoretical and the practical underpinnings of a study which aims at conceptualizing learning experiences of teachers that have accompanied the transformations of their professional activity during the COVID-19...
Transforming of teaching and learning paradigms in education has been a long-standing object for ... more Transforming of teaching and learning paradigms in education has been a long-standing object for debate. Various educational reform movements have formed along with divergent views on what quality education is. The COVID-19 pandemic has created a worldwide disruption not only to the continuity of education, but to the existing teaching strategies and learning modes as well. Teachers had to reorient their professional activity towards remote and hybrid teaching within a short period of time. This creates a crisis-like learning situation that requires not only the acquisition of practical skills, but it demands the transformation of the teaching activity itself. Learning associated with such transformations deserves closer examination. The aim of this article is to discuss the theoretical and the practical underpinnings of a study which aims at conceptualizing learning experiences of teachers that have accompanied the transformations of their professional activity during the COVID-19 pandemic situation. Indepth literature review was performed using both key word search and reference chaining to discover key authors, key texts, and key ideas. Further on central concepts were analysed and methodology was developed for researching the learning experiences teachers have undergone during the COVID-19 pandemic that have transformed their professional activity. Interpretivist subject-centred approach in line with social constructivism is applied. The article concludes that the central concepts-learning experiences of teachers, transformative learning, professional activity of teachers-serve to build a logical and compatible research framework. Narrative interview along with documentary method of interpretation and theoretical sampling forms coherent and validated methodology.
The ambitious objectives of European language policy and the strive for competitiveness have led ... more The ambitious objectives of European language policy and the strive for competitiveness have led to an increasing emphasis on foreign language competence at the level of national education systems. Using Spolsky’s onion model of language policy (2004) and Engestrom’s Expansive Learning theory (1987, 2008), the study attempts to determine the formative influence of the existing multilayered language policy on the professional development of Latvian educators with the aim to compare the situation for teachers and teacher educators in respect of their English language proficiency.Given the prioritisation of English and strategic differences in foreign language management in relation to teachers and faculty, the activity systems analysis points to significantly higher demands and concomitant pressure in respect of English language competence of academic staff, and the lack of incentives to increase their proficiency for teachers. Remedying the existing situation through policy making, b...
SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference, 2015
Health literacy and health education are reciprocally connected concepts in modern scientific dis... more Health literacy and health education are reciprocally connected concepts in modern scientific discourse. Educational institutions, especially schools, are defined as one of the main arenas for the development and promotion of the child's health literacy. Thus, health literacy, conceptualized as the outcome of school learning, becomes the aim of school health education. As concept of health literacy becomes more complicated its attainment requires more advanced and specific teaching methods, which, in its turn, demands transformations in teacher education and teachers' professional development as well as to perceive the child as an active participant in the teaching/learning process. Good health literacy leads to the child empowerment.
12th International Technology, Education and Development Conference Proceedings , 2018
Acta Paedagogica Vilnensia, 2020
The ambitious objectives of European language policy and the strive for competitiveness have led ... more The ambitious objectives of European language policy and the strive for competitiveness have led to an increasing emphasis on foreign language competence at the level of national education systems. Using Spolsky’s on- ion model of language policy (2004) and Engeström’s Expansive Learning theory (1987, 2008), the study attempts to determine the formative influence of the existing multilayered language policy on the professional development of Latvian educators with the aim to compare the situation for teachers and teacher educators in respect of their English language proficiency.
Given the prioritisation of English and strategic differences in foreign language management in relation to teachers and faculty, the activity systems analysis points to significantly higher demands and concomitant pressure in respect of English language competence of academic staff, and the lack of incentives to increase their proficiency for teachers. Remedying the existing situation through policy making, both systemic and individual perspectives should be taken into account, as their interplay affects the agency of educators in achieving the goals.
Innovations, Technologies and Research in Education. Proceedings of ATEE Spring Conference, 2019
The aim of the proposed article is to compare two conceptually different views on teacher profess... more The aim of the proposed article is to compare two conceptually different views on teacher professional development: the traditional competence approach and the model of system of contextual professional activity as proposed by the researchers of cultural-historical activity theory. The competence model is aimed primarily at the all-round development of an individual, while the activity system model analyses the actual occurring professional activity in its systemic context. While the competence model helps identify the areas of professional development for an individual teacher, the activity system model lets systemic contradictions in the working practice be identified, analysed and addressed by modelling solutions. In addition, the competencies of individual teachers of an activity system (comprising the teaching-learning process in a particular school) may be considered interconnected and complementary. It is concluded that the competence approach is more suitable for teacher training and the identification of the required competence spectrum to implement a certain type of curriculum, whilst activity systems approach is suitable for planning and implementing professional development as an effort to redesign work collaboratively on a school level, focusing on the improvement of work practices according to the identified issues, constraints, contradictions and collaboration opportunities.
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference
The concept of learning experience holds its eminent place within the paradigm of constructivism ... more The concept of learning experience holds its eminent place within the paradigm of constructivism in contemporary educational science. The study process is being designed and construed to foster educative experiences in accordance with the desired learning outcomes. Transformative learning theory and the concept of perspective transformation marks a specific type of learning experience – one that reconstructs the frame of reference of the learner. Such a paradigmatic shift is also considered necessary for large-scale educational reforms to succeed. Transformative learning theory itself doesn’t provide clear-cut solutions for implementation of a certain reform ideology, to the contrary – it questions the assumptions that guide one’s action in order to construct a more inclusive, better informed and functional meaning perspective which may disagree with the assumptions that are imposed institutionally. As part of teacher professional development, transformative learning practices hold ...
SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference, 2015
Līvas Gobas bakalaura darba „9.klases skolēnu problēmu risināšanas prasmju attīstība mācību proce... more Līvas Gobas bakalaura darba „9.klases skolēnu problēmu risināšanas prasmju attīstība mācību procesā” aktualitāte balstās nostādnē, ka mūsdienīgai mācību iestādei mācību procesā skolēniem jānodrošina ne vien veiksmīgai dzīvesdarbībai 21.gadsimtā nepieciešamās zināšanas, bet arī prasmes. Pētījumā analizēta problēmu risināšanas prasmju būtība un priekšnosacījumi to attīstībai mācību procesā, empīriski izpētīta vispārizglītojošas vidusskolas Z 9.klases skolēnu problēmu risināšanas prasmju attīstība. Balstoties uz pētījumā gūtajām atziņām, izveidoti ieteikumi tādai mācību procesa organizācijai, lai skolas mācību process un izglītojošā darbība veicinātu skolēnu problēmu risināšanas prasmju attīstību. Atslēgvārdi: problēma, problēmu risināšanas prasmes, pusaudžu vecumposms, mācību process.The bachelor’s paper of Līva Goba “Development of problem solving skills with 9th form pupils in teaching-learning process” ir based upon the viewpoint that a contemporary education institution must not o...
Transforming of teaching and learning paradigms in education has been a long-standing object for ... more Transforming of teaching and learning paradigms in education has been a long-standing object for debate. Various educational reform movements have formed along with divergent views on what quality education is. The COVID-19 pandemic has created a worldwide disruption not only to the continuity of education, but to the existing teaching strategies and learning modes as well. Teachers had to reorient their professional activity towards remote and hybrid teaching within a short period of time. This creates a crisis-like learning situation that requires not only the acquisition of practical skills, but it demands the transformation of the teaching activity itself. Learning associated with such transformations deserves closer examination. The aim of this article is to discuss the theoretical and the practical underpinnings of a study which aims at conceptualizing learning experiences of teachers that have accompanied the transformations of their professional activity during the COVID-19 pandemic situation. Indepth literature review was performed using both key word search and reference chaining to discover key authors, key texts, and key ideas. Further on central concepts were analysed and methodology was developed for researching the learning experiences teachers have undergone during the COVID-19 pandemic that have transformed their professional activity. Interpretivist subject-centred approach in line with social constructivism is applied. The article concludes that the central concepts-learning experiences of teachers, transformative learning, professional activity of teachers-serve to build a logical and compatible research framework. Narrative interview along with documentary method of interpretation and theoretical sampling forms coherent and validated methodology.
Acta Paedagogica Vilnensia, Dec 28, 2020
The ambitious objectives of European language policy and the strive for competitiveness have led ... more The ambitious objectives of European language policy and the strive for competitiveness have led to an increasing emphasis on foreign language competence at the level of national education systems. Using Spolsky’s onion model of language policy (2004) and Engeström’s Expansive Learning theory (1987, 2008), the study attempts to determine the formative influence of the existing multilayered language policy on the professional development of Latvian educators with the aim to compare the situation for teachers and teacher educators in respect of their English language proficiency.Given the prioritisation of English and strategic differences in foreign language management in relation to teachers and faculty, the activity systems analysis points to significantly higher demands and concomitant pressure in respect of English language competence of academic staff, and the lack of incentives to increase their proficiency for teachers. Remedying the existing situation through policy making, both systemic and individual perspectives should be taken into account, as their interplay affects the agency of educators in achieving the goals.
Sabiedrība, integrācija, izglītība, May 21, 2019
The concept of learning experience holds its eminent place within the paradigm of constructivism ... more The concept of learning experience holds its eminent place within the paradigm of constructivism in contemporary educational science. The study process is being designed and construed to foster educative experiences in accordance with the desired learning outcomes. Transformative learning theory and the concept of perspective transformation marks a specific type of learning experience – one that reconstructs the frame of reference of the learner. Such a paradigmatic shift is also considered necessary for large-scale educational reforms to succeed. Transformative learning theory itself doesn’t provide clear-cut solutions for implementation of a certain reform ideology, to the contrary – it questions the assumptions that guide one’s action in order to construct a more inclusive, better informed and functional meaning perspective which may disagree with the assumptions that are imposed institutionally. As part of teacher professional development, transformative learning practices hold a promise for emancipation of the teaching profession and the development of agency. This article theorizes the concept of learning experience from the perspective of phenomenology and the theory of transformative learning, bringing forward the concept of transformative learning experience. The aim of the research is to explore the concept of transformative learning experience as an object of study within teacher professional development.
To Be or Not to Be a Great Educator
The COVID-19 pandemic has brought teachers professional and personal challenges, creating particu... more The COVID-19 pandemic has brought teachers professional and personal challenges, creating particularly stressful crisis-like conditions for their learning and development. The aim of this qualitative study is to conceptualise teachers’ learning experiences that have accompanied the transformations of their professional activity during the COVID-19 pandemic. Narrative interviews of teachers were conducted in Latvia in the spring/summer of 2022. They were coded and analysed according to thematic analysis method. This article entails the results of the first stage of the study. The study found that teachers’ learning experiences during the COVID-19 pandemic are characterised by the paradigm of transformative learning as overcoming. Thematic structure of the learning experiences was developed and comprises 4 themes (dealing with limitations, seeking support from community, learning on the go, drawing conclusions) as well as 13 subthemes, which describe teachers’ experiences in rich deta...
Human, Technologies and Quality of Education, 2022
Transforming of teaching and learning paradigms in education has been a long-standing object for ... more Transforming of teaching and learning paradigms in education has been a long-standing object for debate. Various educational reform movements have formed along with divergent views on what quality education is. The COVID-19 pandemic has created a world-wide disruption not only to the continuity of education, but to the existing teaching strategies and learning modes as well. Teachers had to reorient their professional activity towards remote and hybrid teaching within a short period of time. This creates a crisis-like learning situation that requires not only the acquisition of practical skills, but it demands the transformation of the teaching activity itself. Learning associated with such transformations deserves closer examination. The aim of this article is to discuss the theoretical and the practical underpinnings of a study which aims at conceptualizing learning experiences of teachers that have accompanied the transformations of their professional activity during the COVID-19...
Transforming of teaching and learning paradigms in education has been a long-standing object for ... more Transforming of teaching and learning paradigms in education has been a long-standing object for debate. Various educational reform movements have formed along with divergent views on what quality education is. The COVID-19 pandemic has created a worldwide disruption not only to the continuity of education, but to the existing teaching strategies and learning modes as well. Teachers had to reorient their professional activity towards remote and hybrid teaching within a short period of time. This creates a crisis-like learning situation that requires not only the acquisition of practical skills, but it demands the transformation of the teaching activity itself. Learning associated with such transformations deserves closer examination. The aim of this article is to discuss the theoretical and the practical underpinnings of a study which aims at conceptualizing learning experiences of teachers that have accompanied the transformations of their professional activity during the COVID-19 pandemic situation. Indepth literature review was performed using both key word search and reference chaining to discover key authors, key texts, and key ideas. Further on central concepts were analysed and methodology was developed for researching the learning experiences teachers have undergone during the COVID-19 pandemic that have transformed their professional activity. Interpretivist subject-centred approach in line with social constructivism is applied. The article concludes that the central concepts-learning experiences of teachers, transformative learning, professional activity of teachers-serve to build a logical and compatible research framework. Narrative interview along with documentary method of interpretation and theoretical sampling forms coherent and validated methodology.
The ambitious objectives of European language policy and the strive for competitiveness have led ... more The ambitious objectives of European language policy and the strive for competitiveness have led to an increasing emphasis on foreign language competence at the level of national education systems. Using Spolsky’s onion model of language policy (2004) and Engestrom’s Expansive Learning theory (1987, 2008), the study attempts to determine the formative influence of the existing multilayered language policy on the professional development of Latvian educators with the aim to compare the situation for teachers and teacher educators in respect of their English language proficiency.Given the prioritisation of English and strategic differences in foreign language management in relation to teachers and faculty, the activity systems analysis points to significantly higher demands and concomitant pressure in respect of English language competence of academic staff, and the lack of incentives to increase their proficiency for teachers. Remedying the existing situation through policy making, b...
SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference, 2015
Health literacy and health education are reciprocally connected concepts in modern scientific dis... more Health literacy and health education are reciprocally connected concepts in modern scientific discourse. Educational institutions, especially schools, are defined as one of the main arenas for the development and promotion of the child's health literacy. Thus, health literacy, conceptualized as the outcome of school learning, becomes the aim of school health education. As concept of health literacy becomes more complicated its attainment requires more advanced and specific teaching methods, which, in its turn, demands transformations in teacher education and teachers' professional development as well as to perceive the child as an active participant in the teaching/learning process. Good health literacy leads to the child empowerment.
12th International Technology, Education and Development Conference Proceedings , 2018
Acta Paedagogica Vilnensia, 2020
The ambitious objectives of European language policy and the strive for competitiveness have led ... more The ambitious objectives of European language policy and the strive for competitiveness have led to an increasing emphasis on foreign language competence at the level of national education systems. Using Spolsky’s on- ion model of language policy (2004) and Engeström’s Expansive Learning theory (1987, 2008), the study attempts to determine the formative influence of the existing multilayered language policy on the professional development of Latvian educators with the aim to compare the situation for teachers and teacher educators in respect of their English language proficiency.
Given the prioritisation of English and strategic differences in foreign language management in relation to teachers and faculty, the activity systems analysis points to significantly higher demands and concomitant pressure in respect of English language competence of academic staff, and the lack of incentives to increase their proficiency for teachers. Remedying the existing situation through policy making, both systemic and individual perspectives should be taken into account, as their interplay affects the agency of educators in achieving the goals.
Innovations, Technologies and Research in Education. Proceedings of ATEE Spring Conference, 2019
The aim of the proposed article is to compare two conceptually different views on teacher profess... more The aim of the proposed article is to compare two conceptually different views on teacher professional development: the traditional competence approach and the model of system of contextual professional activity as proposed by the researchers of cultural-historical activity theory. The competence model is aimed primarily at the all-round development of an individual, while the activity system model analyses the actual occurring professional activity in its systemic context. While the competence model helps identify the areas of professional development for an individual teacher, the activity system model lets systemic contradictions in the working practice be identified, analysed and addressed by modelling solutions. In addition, the competencies of individual teachers of an activity system (comprising the teaching-learning process in a particular school) may be considered interconnected and complementary. It is concluded that the competence approach is more suitable for teacher training and the identification of the required competence spectrum to implement a certain type of curriculum, whilst activity systems approach is suitable for planning and implementing professional development as an effort to redesign work collaboratively on a school level, focusing on the improvement of work practices according to the identified issues, constraints, contradictions and collaboration opportunities.
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference
The concept of learning experience holds its eminent place within the paradigm of constructivism ... more The concept of learning experience holds its eminent place within the paradigm of constructivism in contemporary educational science. The study process is being designed and construed to foster educative experiences in accordance with the desired learning outcomes. Transformative learning theory and the concept of perspective transformation marks a specific type of learning experience – one that reconstructs the frame of reference of the learner. Such a paradigmatic shift is also considered necessary for large-scale educational reforms to succeed. Transformative learning theory itself doesn’t provide clear-cut solutions for implementation of a certain reform ideology, to the contrary – it questions the assumptions that guide one’s action in order to construct a more inclusive, better informed and functional meaning perspective which may disagree with the assumptions that are imposed institutionally. As part of teacher professional development, transformative learning practices hold ...
SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference, 2015