Pedagogų rengimo reglamento projektas: patirtis ir perspektyvos

• Pedagogika. 2007, 85, p. 28-35
• Pedagogika. 2007, 87, p. 20-27

LTStraipsnyje pateiktas Pedagogų rengimo reglamento projektas (toliau Projektas), kuriame atsižvelgiama į Švietimo ir mokslo ministro patvirtintus Studijų krypties reglamento standartų reikalavimus [3]. Projektas, reglamentuojantis mokytojų rengimą daugelyje studijų krypčių, autoriaus nuomone, savo struktūra ir sudarymo principais gali būti traktuojamas kaip tarpkryp-tinis, ir yra panašus į minėto Studijų krypties reglamento struktūrą. Detaliau tai bus analizuojama ir diskutuojama šio straipsnio tęsinyje. Taip pat straipsnyje pateikiama trumpa istorinė mokytojų rengimo reglamentavimo problema. Išsamiau nagrinėjami galimi Pedagogų rengimo reglamento tikslai, kaip tam tikrų pedagoginių bruožų visuma apibrėžiama pedagoginė veikla, plačiau atskleidžiamos ir aptariamos siūlomo Projekto sąsajos su kitų studijų (atitinkamų krypčių) patvirtintais reglamentais. Projektas neteikia kokio nors sisteminio mokytojo profesijos kompetencijų aprašo, nes tokio tikslo autorius sau nekėlė. Kompetencijos traktuojamos tik kaip formalaus mokytojų rengimo metu (jo rengimo 1-ajame etape) galimai įgytų profesinių gebėjimų sąvadas. [Iš leidinio]

ENIn this paper it is presented second part the prolongation of the project of the Regulation of teachers training who was presented in the report at the international conference "Challenge (provocation) of a learner society for the teachers training", Vilnius, 2006-11-2/3. It describes the aspects of the regulation of teacher training problems in Lithuania which are most important in the present circumstances, when the model of the teacher training is alterable. Our initial decision was to select a normal-structured model whose would be easier for the regulation of the teacher training process. In this part of the project the requirement for programs of teachers training (section of syllabus, credits) and the structure of the process of training for colleges and universities are elaboration. Also, there are presented a specification and requirement of the competencies for the highly trained schoolteacher. In more detail discussed lacks and disturbing circumstances overall regulations of the competence of the teachers training. The structure of programs is in detail represented: for the college programs it is proposed from 120 to 140 credits (180-210 ECTS credits), while for the university programs — from 140 to 160 credits. If the program covers two training objects (for training of the teachers of two specialties) programme requires the completion of 180 (270 ECTS) credits and graduates obtain the degree Bachelor of Science, depending on the first discipline (the field of core study, for example, Bachelor of Philology, Bachelor of Physical culture, Bachelor of Mathematics). The three component parts of the programs it is discussed in the project: 1) the general university developments, 2) the basis of the studied object (core of program) and 3) the objects of special preparation.This third part of programme composed from the special course of study subjects and from the pedagogies subjects cluster. The pedagogies subjects cluster spanning some theoretical subjects, student teaching (praxis in school) and professional skill final job. The theoretical subject group apportionment in studied object is proposed. In discussion part of paper there are on view the problems on regulations by and large, and evident the regulation process, all in all, surely not absolute. [From the publication]