Lietuvos edukologijos universiteto Kūno kultūros bakalauro studijų programos I kurso studentų kokybiško studijų proceso samprata

LTReikšminiai žodžiai: Kokybiškas studijų procesas; Kūno kultūros bakalauro studijų programos I kurso studentai; Kūno kultūros bakalauro studijų programos I kurso studentai, studentas, kokybiškas studijų procesas; Studentas; A student; First-year physical education students of bachelors degree studies; First-year, physical education students of bachelor degree studies, a student competence, high quality study process; Highquality study process.

ENThe paper presents the concept of high-quality study process of the first-year physical education students at the Lithuanian University of Educational Sciences (further on – LUES). The paper raises a problem that it is not clear enough what approaches related to high-quality study process the first-year physical education students bring with themselves, what didactic direction in the study process seems to them the most appropriate. Therefore, the object of the research is the concept of high-quality study process of the first-year physical education students at the Lithuanian University of Educational Sciences. The objective of empirical research is to identify the specificities of high-quality study process on the basis of the concept of the first-year physical education students at the LUES. 108 first-year physical education students of bachelor’s degree studies at the Lithuanian University of Educational Sciences participated in the research by using the method of a questionnaire survey. Those were precisely the first-year students, who were chosen, because they have not managed to adopt the culture of the organisation, in which they study, yet, but they have already acquired some experience of studying. Convenience sample was chosen for the research, because such students attend lectures, do not have the experience of previous study programmes in other institutions of higher education, are not hard to find in the premises of their studies. The following research methods were used: the quantitative content analysis of scientific literature and documents, the replies of the students to an open-ended question on high-quality study process. The concept of high-quality study process in the students was analysed on the basis quantitative content analysis when a text is examined by singling out significant phrases or words by formulating them into subcategories and categories.The research ethics: the research was conducted in compliance with the principle of voluntarism, in the environment of student studies, at their convenience. The consent of the researches and the permission of study programme managers were also obtained, an opportunity was provided not to participate. The first-year students associate quality study process with three essential components: 1) teaching, 2) the identification of the characteristics of high-quality study process and 3) the organising of study process. The first-year students perceive high-quality study process as the one based on behaviouristic ideas. It may be considered that the first-year students have had teaching/learning experiences based on behaviourism, because the students could not have adopted this approach from the institution of higher education due to little experience of studying. The students do not have a formed/self-formed concept, which was acquired during a previous teaching/learning experience, to assume responsibility for high-quality study process or to share it together with a teacher, and are inclined to shift responsibility for the quality of study process from themselves onto their teachers. Part of the first-year students associate high-quality study process with humanistic ideas – they expect that a teacher will assist them in perceiving their needs and will assist in transforming them into motivations behind an activity and will create a calm, conflict less environment of their studies. Teachers, who work with the first-year students, who have the experience and expectations of behaviouristic teaching/learning, are recommended to gradually move towards the application of the ideas of constructivism in the process of studies, firstly, by applying the ideas of social constructivism in the context of humanistic education. [From the publication]