Pedagoginio bendradarbiavimo kokybinis modalumas pradinėje mokykloje

LTStraipsnyje atskleidžiamas pedagoginio bendradarbiavimo, kaip humanistinio ugdymo sistemos, Lietuvos pradinėje mokykloje plėtojimosi kokybinis modalumas per trijų ugdymo dalyvių (mokytojų, mokinių, tėvų) bendradarbiaujančio pobūdžio sąveikas funkcinėse plotmėse mokytojas-mokiniai ir mokytojas-tėvai. Pateikiamas mokyklos aplinkos (bendradarbiavimo plėtotėje) vertinimas.

ENIn the changes of Lithuanian educational system, in its inner reorganization the problem of cooperation has become very acute. It becomes more urgent nowadays when Lithuania is striving for integration into European educational systems. By means of this research efforts were made to reveal the functioning of pedagogic cooperative systems at Lithuanian primary school giving the characteristics of the three participants of upbringing (teachers, students and parents) and their interaction in the plane of "teacher-students", "teacher-parents". Main conclusions: 1. Different stand points of teachers and students to a student as a collabourator bring to light their different aims in cooperation: a first year student considers himself as an equal partner of a teacher, the latter recognizes him as such only in his third or fourth year at school, prevents them from coming to agreement. This incompatibility influences their cooperating interaction as well and later the functioning of pedagogic cooperation as a system in the plane "teacher-student". Neglecting the value of partnership, a student in his initial forms may not become a teacher's partner; later this will require special efforts. 2. The great majority of students' parents do not put into practice their aspiration to become a teacher's co-operators (as far as their attitudes towards the cooperation are compared), especially in the field of working out timetables (disposed for it - 64,0%, cooperating only 9,25% of parents); preparation of school supplies (correspondingly 54,3% and 8,5%); home assignment for students (46,1% and 12,85%); development of training process and creation of tuition strategic (16,9% and 2,63%), etc.3. A great part of school teachers (36%) lack the support of the society realizing the ideas of pedagogic cooperation. The initiatives of cooperating teachers are mostly supported by themselves, less-by school authorities. Functioning of pedagogic co-operation as a system at primary school in Lithuania is not up to the level. There being no inner changes in the consciousness of teachers, they tend to keep to the standard autocratic traditions in training, they fail to evaluate social experience of both parents and students and take them as partners in pedagogic cooperation.