Andragogo lyderystės raiškos galimybės edukaciniu aspektu

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Language:
Lietuvių kalba / Lithuanian
Title:
Andragogo lyderystės raiškos galimybės edukaciniu aspektu
Alternative Title:
Andragogue leadership opportunities from the educational viewpoint
Authors:
In the Journal:
Tiltai [Bridges] [Brücken]. 2018, Nr. 3 (81), p. 127-148
Keywords:
LT
Šilutė; Lietuva (Lithuania); Suaugusiųjų mokymas / Adult education; Ugdymas / Education.
Summary / Abstract:

LTAtlikta teorinė analizė atskleidė mokslinės literatūros ir empirinių tyrimų trūkumą, nagrinėjant andragoginės lyderystės raiškos galimybes edukaciniu aspektu, todėl straipsnyje gvildenamas probleminis klausimas, kaip pasireiškia andragogo lyderystė edukacinėje veikloje? Straipsnyje atskleidžiamos andragogo lyderystės raiškos galimybės edukaciniame procese (kokybiniu tyrimu) ir andragogo lyderio savybių svarba šio proceso dalyviams (kiekybiniu tyrimu). Tyrimo reikšmingumą atskleidžia jo rezultatų panaudojimas, siekiant veiksmingesnės andragogo lyderio veiklos edukaciniame procese, skatinant andragogo lyderio savybių raišką. Straipsnyje akcentuojama, kad andragogo lyderystė – svarbus edukacinės veiklos veiksnys, jeigu andragogas savo asmeninėmis savybėmis, dalykinėmis žiniomis ir turimomis kompetencijomis daro teigiamą įtaką besimokantiesiems, skatina juos veikti, kad pasiektų užsibrėžtus tikslus. Andragogo lyderystės svarba ir įtaka besimokančiųjų grupei nepaneigiama, ji pasireiškia nuolat bendraujant. Besimokantieji ne tik kaupia žinias, bet ir telkiami į bendruomenę, taip mažinama jų socialinė atskirtis ir skatinamas bendradarbiavimas. Atliktas tyrimas atskleidė: besimokančių suaugusiųjų ir andragogų ekspertų požiūriu bei vertinimu yra nemažai svarbių andragogų lyderių tipų, savybių ir bruožų, kurių nepakanka andragogams lyderiams. Todėl straipsnyje pateikiamos rekomendacijos, kokias andragogo lyderio savybes reikia ugdytis, kokios galimos šių rekomendacijų įgyvendinimo galimybės. [Iš leidinio]Reikšminiai žodžiai: Andragogas; Lyderis; Lyderystė; Neformali lyderystė; Neformalus lyderis; Pasidalytoji lyderystė; Edukacinis procesas; Suaugęs besimokantysis; Andragog; Leader; Leadership; Informal leadership; Informal leader; Shared leadership; Educational process; Adult learner.

ENThe theoretical analysis carried out showed that there is a lack of scientific literature and empirical research in examining the possibilities of expression of andragogy leadership in the educational aspect, and therefore there is the research question: how does andragogic leadership show up in educational activities? The object of the research – the expression of andragogy’s leadership in the educational process. The aim of the research – to analyze and empirically reveal the possibilities of expression of andragogy’s leadership in educational aspect. The research tasks: 1) in a quantitative study find out how and why the participants in the educational process are important andragog leader’s qualities; 2) in a qualitative research to reveal the possibilities of expression of andragogy’s leadership in the educational process. The research methods: questionnaire survey, semi structured interview. In order to find out how andragogical leadership manifests itself, what are its possibilities of expression in educational activities, what is the importance of andragogue leader traits for learners. From October 2017 to April 2018, an empirical study was carried out, integrating different research methods and various data sources providing versatile information on the subject of the study. The quantitave set of quantitave research consisted of 86 learners of 3 institutions involved in adult education programs. These are students of Šilutė Youth and Adult Education Centre, students of the language courses of Šilutė Translation Bureau, students of Šilutė Takoskyra adult education centre, which provides informal retraining courses. The majority were women aged 30–45, participants in formal and non – formal education / training programs. [...].Theoretical and practical significance of the research – the theoretical and empirical analysis reveals and evaluates the possibilities of expression of andragogy’s leadership in the educational process and the importance of andragog leader’s qualities for the participants in this process. The practical significance of quantitative research reveals the use of research results in the effectiveness of andragog leader’s activities in the educational process and the expression of leadership qualities. Qualitative and quantitative research has confirmed that andragogical activity if the leader of andragogy positively influences learners with their personal qualities, subject knowledge and competences, and will encourage them to act in order to achieve their goals. [...] Quantitative research has shown that the ability of andragogy’s leadership to express itself in the educational process depends on the personality of andragog. A suitable example of andragogue can inspire, motivate, involve in the active teaching / learning process and learners. For adult learners, the most important andragog leader’s competencies and collaboration, team work and creativity. Andragog’s vision of leadership is more closely linked to andragogical research, where personal experiences of learners can be used. A qualitative research reveals that the field of andragogy’s leadership is educational, research and management, the most important of which is educational. Andragog’s leadership is not just related to performing roles or responsibilities, but also related with a variety of activities and interactions in educational activities. The study revealed that there are a number of important andragog leader types, attributes and features that are not enough for andragogue leaders to be considered and evaluated be adult learners and andragogue experts. [...].The leadership of Andragog’s leader during educational activities will be revealed by promoting cooperation, helping to solve teaching / learning problems by giving time to reflection. The respect of the Andragog leader for learners will be revealed through the development of respectful, polite, business relations based on the internal rules of the educational institution. Taking Andragog’s leadership into the learner’s opinion will prove to explain their teaching / learning needs, focusing on their opinions on the issues analyzed, giving more responsibility, helping to solve teaching / learning problems, sharing experiences in methodological working groups. An andragogue leader will develop emotional stability by observing, managing and controlling his emotions by regularly updating his knowledge of the subject. The objective andragogue leader will unveil by developing effective assessment / self-assessment systems, participating in seminars on this topic, and sharing teaching / learning experiences with other andragogues. [...] Andragogue leaders must promote and initiate the implementation of qualitative education changes in adult education institutions by providing and developing various projects, in cooperation with other institutions; strive to actively foster leadership in teaching / learning processes, creating favorable taechning / learning environments, updating teaching / learning content, and so on. Heads of adult education institutions and education politicians must give the andragogues working in the institutions more freedom and informal leadership by providing them in employment contracts, job descriptions or other legislation; to apply a variety of andragogue leadership promotion measures; to allocate sufficient investment for andragogy training and development, planning the need for qualification and professionalization of employees in the educational institution. [From the publication]

DOI:
10.15181/tbb.v79i3.1896
ISSN:
1392-3137; 2351-6569
Subject:
Edukologija / Education
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Permalink:
https://www.lituanistika.lt/content/80336
Updated:
2019-11-21 09:22:09
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