Pradedančių studijas studentų refleksyvioji pedagoginė praktika: studentų patirtys ir praktikos tobulinimo galimybės

LTStraipsnyje analizuojamos bakalauro studijų programos studentų, atlikusių pirmąją praktiką ikimokyklinio ir pradinio ugdymo įstaigose, refleksijos. Stebimosios praktikos metu studentai suvokė pedagogo darbo svarbą ir sudėtingumą, pasitikrino savo apsisprendimą dirbti pedagoginį darbą. Išryškėjo trys studentų savęs ir savo profesinės veiklos tobulinimo kryptys: dalykinių, didaktinių, psichologinių žinių įgijimo bei gebėjimų ugdymo; ugdymo(si) proceso valdymo gebėjimų tobulinimo ir savęs bei savo asmeninių savybių tobulinimo. Studentai pateikė praktikos tobulinimo siūlymų praktikos vadovams, dėstytojams ir mokytojams mentoriams. Jų refleksijose išryškėję pirmosios praktikos ypatumai suponavo studijų proceso ir praktikos organizavimo tobulinimo galimybes. PAGRINDINIAI ŽODŽIAI: studentai, reflektyvioji pedagoginė praktika, studentų patirtys, praktikos tobulinimo galimybės.

ENAs the Lithuanian educational system is changing, there is a need to monitor and analyse the situation of the pedagogical practice of future teachers and the problems that arise, and to improve the procedure of organising pedagogical practice. The article raises the issue of possibilities for improving the pedagogical practice of students at Klaipėda University, future teachers, the solution to which is based on an analysis of students’ reflections. The object of the research is the experience of the first pedagogical practice of students on the BA course in childhood pedagogy at Klaipėda University, and the possibilities for its improvement. The aim of the research is to reveal the experience of the first pedagogical practice of students on the BA degree course in childhood education at Klaipėda University, and the possibilities for improvement on the basis of an analysis of students’ reflections. Research methods: analysis of scientific literature and documents, analysis of students’ reflections, qualitative content analysis. The findings of the study suggest that Practice 1, which takes place in the first semester, is particularly relevant and necessary at the beginning of pedagogical studies. It allows a student to appreciate the complexity of the teaching profession, to test their determination to become a teacher, to know their strengths and weaknesses, and to anticipate directions of development. After the first practice, the opinions of students starting their pedagogical studies about the teaching profession and pedagogical activity were divided into two parts: some did not change their opinion, and the other students changed their opinion about the teaching profession and pedagogical activity.Some students had a realistic view of the teaching profession, which only confirmed their opinion about the teaching profession and its activities; other students did not change their opinion about the teaching profession and its activities, but they appreciated the complexity of the teaching profession. The analysis of students’ reflections highlighted three directions for self-improvement and the improvement of their professional activity: the acquisition of professional, didactic and psychological knowledge and skills; the improvement of the management of the educational process; and the improvement of their personal qualities. The self-improvement orientations of students showed an increased motivation to acquire the necessary competences for a teacher’s professional activity. To improve the organisation of student teaching practice, it is important to focus not only on the planned implementation of practice, but also on each student as a unique individual, who needs help to develop his or her personal and professional strengths. In this respect, it is important to involve the students themselves, the mentor teachers, and the practice teachers, in a process of reflection based on continuous communication and cooperation.Features of the first placement that emerged in the students’ reflections suggested ways of improving the study process and the organisation of the placement: -- The directions of students’ self-improvement and the improvement of their professional activity help teachers on the study programme to design the content of the subjects taught in a targeted way and to improve it continuously. -- The aim is to orient pedagogical practices towards reflective practices, encouraging the more active involvement of students themselves, as well as teacher-mentors, teacher-tutors, and other participants in the educational process in students’ reflective processes. -- Considering the suggestions made by the students on the organisation of the placement, a two-day period for the first pedagogical placement in an educational institution allows the students to model their participation in the activities of the institution and to observe both morning and afternoon educational activities. KEY WORDS: students, reflective pedagogical practice, students’ experiences, opportunities for practice improvement.

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