Mokytojo ir mokinio vaidmenų kaita edukacinės paradigmos virsmo sąlygomis

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Language:
Lietuvių kalba / Lithuanian
Title:
Mokytojo ir mokinio vaidmenų kaita edukacinės paradigmos virsmo sąlygomis
Alternative Title:
Teacher's and student's roles shift in conditions of change of educational paradigm
In the Journal:
Pedagogika. 2007, 87, p. 64-70
Notes:
LDB Open.
Keywords:
LT
paradigma; mokytojo vaidmuo; mokinio vaidmuo.
EN
teacher's didactic competence; paradigm; teacher's role; studen's role.
Summary / Abstract:

LTReikalavimai mokytojų didaktinei kompetencijai keičiasi kintant požiūriui į mokymosi prigimtį bei galimybes, taip pat kintant nacionaliniams ugdymo tikslams. Šiuo metu didaktinės kompetencijos kaitos poreikį lemia naujoji mokymosi teorija, grindžiama konstruktyvizmo bei sociokultūros teorinėmis idėjomis. Straipsnyje pateikiami kiekybinio tyrimo rezultatai, siekiant atskleisti kintantį mokytojo ir mokinio vaidmenį edukacinės praktikos lygmenyje. Analizuojami duomenys gauti ištyrus, kokie mokytojų ir mokinių vaidmenys pasireiškia Lietuvos mokyklose. [Iš leidinio]

ENThis article grounded on teachers didactic competence holds the opinion that a teacher can act essentially in different ways by emphasizing one out of three educational paradigms: influence pedagogy, interaction pedagogy and learning (contortionism position). While carrying out the research 916 teachers and 931 students from different regions of Lithuania were questioned. Referring to the obtained results, the following can be stated: 1. Today teacher's role is linked with responsibility, new requirement to didactic competence and professionalism. Teacher should reflect teachers needs, extract key information, teach students how to learn, how to find information, how to organize their learning. 2. When teachers define their role, they follow interaction pedagogy. They are creating such learning situations where students are able discuss, change their experience. When students define teacher's role, they follow influence pedagogy. Students define teacher as instructor. 3. When teachers define students role, they follow influence pedagogy: students are learning only for better marks, are very passive in teaching-learning process, don't like creative tasks. When students define their role they follow learning pedagogy. They are initiative, responsible; they have their goals for learning. 4. Teacher's and student's roles are evolving. The center of teaching-learning process is student. By defining their role student and teachers are following influence pedagogy or learning pedagogy. [From the publication]

ISSN:
1392-0340; 2029-0551
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https://www.lituanistika.lt/content/17394
Updated:
2018-12-17 12:03:47
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