Andragogo organizatoriaus vaidmuo tobulinant pedagogų kvalifikaciją

LTSiekiant išanalizuoti ir pagrįsti andragogo organizatoriaus vaidmenį tobulinant pedagogų kvalifikaciją, atskleidžiama pedagogų nuolatinio tobulinimosi ir andragogo organizatoriaus profesionalumo svarba, išryškinamos teigiamos pedagogų kvalifikacijos tobulinimo ir andragogo organizatoriaus veiklos sąsajų pusės bei problemos. Pirmoje straipsnio dalyje aptariama pedagogų kvalifikacijos tobulinimo samprata, ją pagrindžiant profesionalumo, profesionalizacijos aspektais, atskleidžiamas andragogo organizatoriaus veiklos įvairialypiškumas, daugiafunkcionalumas tobulinant pedagogų kvalifikaciją. Antroje dalyje analizuojami švietimo dokumentai, reglamentuojantys pedagogų kvalifikacijos tobulinimo ir andragogų profesinę veiklą, apžvelgiama pedagogų kvalifikacijos tobulinimo būklė, atlikti tyrimai ir andragogo profesinės veiklos pripažinimas Lietuvoje. Šio straipsnio teorinį naujumą ir reikšmingumą atskleidžia pagrįsta pedagogų kvalifikacijos tobulinimo samprata, atskleistas andragogo veiklos įvairialypiškumas ir daugiafunkcionalumas, įrodyta andragogo organizatoriaus profesionalumo reikšmė, siekiant užtikrinti pedagogų kvalifikacijos tobulinimo kokybę. [Iš leidinio]Reikšminiai žodžiai: Andragogas organizatorius; Profesionalumas; Profesionalizacija; Pedagogas; Kvalifikacija; Tobulinimas; Andragogue organizer; Professionalism; Professionalization; Pedagogue; Qualification; Development.

ENOn the basis of qualification development events’ statistics from recent years in Lithuania it appears that when the number of events for school communities and teams increases the communities understand the importance of the ability to act together. Team learning is one of the features of a learning organisation. In the context of teachers’ qualification development model built in Lithuania and existing in other countries, when teachers’ qualification development has to reflect it’s own priorities and activity directions as well as the priorities and activity directions of the educational institution coherence of individual and collective competences can be treated not only as a condition of successful communication and cooperation but as one of the organisation’s objectives. [...] The analysis of scientific literature, acts of Lithuanian laws and teacher training studies in Lithuania showed that teachers’ professional development is a complex process consisting of professional activity assessment, planning, development (learning), practical application, reflection, and quality assurance with respect to – cycle repeated quality improvement. Scientific problem: what is the role of the professional organizer andragogue to teacher development efficiency? Research object: andragogue organizer role for teacher developmentin. Research aim: to analyze theoretically andragogue organizer role in the field of teacher development. Research goals: 1) to analyze the concept of teacher development; 2) to reveal andragogue organizer and other roles and functions in the field of teacher development; 3) to analyze the Ministry’s legislation on teacher development and andragogue professional activity.Research methods: Theoretical: the descriptive analysis of science sources and documents accomplished in order to reveal the importance of teachers’ continuing training and professionalizm of andragogue organizer and to highlight the importance of teacher training and andragogue organizer activity positive sides and problems connections. Novelty and significance of the article: The article isbased on the concept of teacher development. The andragogue activity versatility and multi-functionality is disclosed and the value of andragogue organizer professionalism to teacher development efficiency is proved. Conclusions: On the basis of conducted theoretical analysis it can be concluded that teachers’ qualification development is a complicated professionalization process beginning with self-assessment of the possessed qualification and ending with practical application of acquired competences and assessment of it’s benefit to students’ learning results. When planning his qualification development the teacher has to take into account not only his personal professional activity assessment but follow common collective qualification development objectives of the organisation and design integration of newly acquired competences into his professional activity while constructing them on the basis of the possessed qualification. This non-linear adult education model, unlike students’ education model, requires professionalism in choosing the most productive way to acquire competences. Therefore, in this process the teacher needs andragogue’s professional assistance. Scientific source analysis revealed diversity and complexity of andragogue organiser’s performed roles, functions, spheres of professional activity and typical operational situations. The range of activity of the andragogue organising teachers’ qualification development is very broad.Quality of teachers’ qualification development services depends on the andragogue organiser’s professionalism. High requirements raised for the andragogue organiser emphasises internal and external importance of his professionalization. Analysis of LR legal acts regulating teachers’ qualification development and andragogue’s professional activity has shown the fundamental differences of recognition of teachers’ and andragogues’ professions. Positive trends prevail in the sphere of long recognised teaching profession’s qualification development: created legislation data base that regulates clear financing arrangements, diversity of service providers and forms; various scientific research conducted on the basis of which existing legal acts are supplemented and new legal acts are created later. In the meanwhile, even though legal framework for andragogue’s activity is slowly taking hold his profession encounters recognition difficulties and requires special effort of researchers so that the andragogue’s status, performed roles, functions, etc. would be specified in the external profesionalization process. It is expected that Lithuania’s strategic documents following from EU strategic documents will help to guarantee the andragogue’s role in the sphere of teachers’ qualification development as well as other spheres of adult education. [From the publication]

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