Mokymosi mokytis gebėjimai, jų raiška ir plėtotė: būsimų andragogų mokymosi situacija

LTŠis straipsnis aktualizuoja mokymosi mokytis gebėjimų vaidmenį suaugusiųjų mokymuisi: sėkmei, kokybei, rezultatyvumui. Jis gali būti naudingas suaugusiems besimokantiems asmenims, besidomintiems mokymusi mokytis, mokymosi mokytis gebėjimų plėtote, norintiems išmokti mokytis, gebėti planuoti, organizuoti, realizuoti, reflektuoti ir vertinti savo mokymosi procesą. Taip pat andragogams, siekiantiems aktyvinti bei efektyvinti suaugusiųjų mokymosi procesą, padėti jiems plėtotis mokymosi mokytis gebėjimus, stiprinti jų raišką, padėti pasirinkti mokymosi strategijas ir būdus, įtraukiančius į aktyvią suvokimo veiklą, optimaliai atitinkančius jų lūkesčius, atliepiančius individualius poreikius. Straipsnyje pateikiamas būsimų andragogų požiūrio į mokymosi mokytis gebėjimus, jų raišką ir plėtotę mokymosi situacijoje tyrimas, pristatant jo metodiką, organizavimą, apibūdinant respondentus. Apibendrinta empirinio tyrimo rezultatų analizė išryškino būsimų andragogų požiūrį į mokymosi mokytis sampratą ir prasmę, mokymosi mokytis gebėjimų aktualumą, įtaką mokymuisi ir praktinę reikšmę besimokančiajam, mokymosi mokytis motyvus bei poreikį išmokti mokytis, turimus ir trūkstamus mokymosi mokytis gebėjimus, jų raišką mokymosi situacijoje ir plėtotės galimybes mokymosi mokytis perspektyvoje.

ENThe research problem: how the future andragogues learning to learn skills expression and what their development opportunities? The object of research: future andragogues learning to learn skills expression and development. The aim: to explore the future andragogues approach to learning to learn skills, their expression and development opportunities. The research method: a survey to determine the future andragogues approach to learning to learn the concept and meaning of learning to learn skills relevance, impact learning and practical significance to the learner, learning to learn the motives and the need to learn how to learn, available and missing learning to learn skills, their expression of a learning situation and development opportunities for learning to learn perspective. Conclusions. The investigation showed that the future andragogues perception of learning to learn the meaning of the ability to learn the value benefits of the learner, the impact on the success and effectiveness of learning, personality change and personal development, while learning to learn the most linked to knowledge and information, and mental abilities. So they lack knowledge about learning to learn, due to a lack of understanding, learning to learn how important their learner‘s active role in understanding and personal responsibility for learning results assumption of self-knowledge and understanding of their internal powers in favor of self-esteem, a positive attitude towards learning and so on. However, future andragogues properly the role of the social context of learning to learn in practice, only a small number actualize other support / help-making significance. Perceive positive effective strategies, favorable environment and motivation as factors influencing learning to learn, the importance, but they are not sufficient understanding of the learning activities of reflection role in learning to learn situation.Most future andragogues express inner learning to learn the motives and bright need to learn how to learn and develop their learning to learn skills. Future andragogues learning to learn skills sharp enough resolution, but most strongly expressed in the ability to learn the group, and the least - the time of planning and management of learning activities and reflection of its inner power of cognitive skills. Therefore, awareness of the need to strengthen the capacity for expression and to develop learning to learn perspective. The study revealed that learning to learn skills encompasses not only learning to learn the meaning of understanding, the ability to learn the relevance and usefulness of the understanding of the need to learn how to learn and motivation, self as a learner‘s knowledge, an active role and responsibility, your inner power aktualizavmą, approach to self-esteem, the provision of learning to learn, learning to learn skills development necessity, learning to learn skills expression promoting and restricting factors of knowledge, but also the involvement of active perception activities, efforts and skills needed for learning over the planning and management, quality distribution of learning problems and difficulties to identify and deal welcomed to create the environment, knowledge and information management, collaboration, receive and provide support / assistance in learning activities to reflect and improve, the experience gained in applying the new learning situations. So deliberately planned and well organized, motivating and engaging, effective learning strategies and methods, cooperation and positivity, andragogic access and interoperability based learning activity creates learning to learn operational situations, it opens wide opportunities for adult learners to learn, create favorable conditions for their ability to study the expression of the strengthening and ensures successful learning to learn skills development.