Mokytoją vertybinių nuostatų įkūnijimas ugdymo procese

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Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Lietuvių kalba / Lithuanian
Mokytoją vertybinių nuostatų įkūnijimas ugdymo procese
Alternative Title:
Realisation of teacher value principles in the process of education
In the Journal:
Pedagogika. 2009, 93, p. 25-35
vertybinės nuostatos; kompetencija; ugdymo procesas; savijauta; mokytojas; mokinys.; mokinys.
value-based principles; competence; education process; self-feeling; teacher; school; learner.; school learner.
Summary / Abstract:

LTStraipsnyje aptariama vertybinių nuostatų svarba ugdant kompetencijas, gilinamasi į mokytojų vertybinių nuostatų įgyvendinimą ugdymo procese. Ji atskleidžiama per mokytojų savijautos mokykloje kokybinę ir kiekybinę analizę. Ryškinama, kokios vertybinės nuostatos daugiausia įkūnijamos kasdienėje veikloje, į ką daugiausia reikėtų kreipti dėmesį, siekiant tobulinti mokytojų vertybines nuostatas. [Iš leidinio]

ENCompetence development is an urgent problem, which is closely related to value principles of teachers. The article analyses materialisation of teacher value principles in the process of education. The study is based on researches into teachers' self-feeling applying quantitative / qualitative data analysis. The findings show that teachers' valuebased principles have very weak links with supreme values that emphasise personality education: they focus on such components of education process as learning motivation, achievements, learners' work, assessment, teaching load, etc. Though it can be concluded that supreme values are important for the majority of educators, they function at the generalised level and remain in the position of accidental factor in education. The employment of new education technologies, competence of school principles and learning motivation also raise a certain concern. Its low level is an outcome not only of psychological, social, economic, political and other factors but also of personal and subject- related attitudes that directly actualise learning. The contours of teachers' value-based principles are not clearly denned: a) more focus is laid on gnostic values but they are not named; b) the picture of moral values is even more vague; c) aesthetic values are not revealed in the educational process at all. The level of educator's value principles is not enough to ensure a complete full-value education and development of school learners' competences, where a particular place would be allotted to personal and ethic values. Therefore, the initial objective is to evoke educators' value-based attitudes to enable them to meet the education challenges. [From the publication]

1392-0340; 2029-0551
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2018-12-17 12:26:33
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