Mokytojų rengimo tendencijų įvairovė

LTŠiuolaikinėmis visuomenės raidos sąlygomis pedagogų profesinis rengimas yra labai svarbi ir aktuali švietimo politikos problema, kuri yra nuolatinių diskusijų objektas. teigiama, kad mokytojų rengimas yra atitolęs nuo švietimo reformos ir pedagogams visuomenės keliamų reikalavimų. esama tam tikrų mokytojų rengimo programų trūkumų bei atsiranda pedagogų rengimo paradigmos kaitos būtinumas. atsižvelgiant į tai, šiame straipsnyje detaliau analizuojamos įvairių Lietuvos ir užsienio mokslininkų darbuose pateikiamos mokytojų rengimo tendencijos bei akcentuojamos pedagogų rengimo problemos. [Iš leidinio]Reikšminiai žodžiai: Mokytojų rengimas; Mokytojų rengimo problemos; Mokytojų rengimo nuostatos; Pedagogų kompetencija; Teachers' training; Teachers' competence etc.

ENA lot of high requirements have been applied to the educational process in our developing society. An educator does not only become a subject teacher but also an information provider, an adviser, a social educator, a class leader and an elder friend, a researcher, a collaborating colleague, an innovator, an organiser of educational process as well as an accelerator of the teaching process. To become and remain a multidimensional personality, it is crucial that in the educational process the objectives of education must encompass autonomous learning, problem-solving and critical thinking, social competence, the ability to raise questions and find answers to these questions, the ability to manage one’s time, analyse and evaluate various situations and etc. There are certain intrinsic and extrinsic determinants such as the development of information and communication technologies, changeable social needs for education and a shift in teacher’s role in a reformed school, globalization and integration into the European Union, the researchers of international education practice and comparative studies which have conditioned the reforms of Lithuanian education for the last decade. The abovementioned has raised claims for teachers and become a prerequisite for educational reforms, i.e. To educate qualified and competent teachers in harmonising their initial preparation, qualification improvement and lifelong learning. Referring to the said issues there emerges a corresponding need to thoroughly analyse the works of various Lithuanian and foreign scholars in the sphere of educology, as well as highlight and reveal the urgent trends and issues of teachers’ training. Having examined Lithuanian and foreign scholars’ works, we can maintain that teachers and schools in the present-day Europe and around the world are coping with the same issues of teachers’ training, i.e.Teacher candidate selection, professional and subject related training, competence, the duration of training, teachers’ professional self-awareness, status, teachers and organizers’ partnership and etc. Western countries are seeking for alternative teachers’ training methods strengthening the image of teacher’s profession and ascribing it to a professional level. The integration of european education dimensions has become a significant factor influencing the process of education in a new economic, social and cultural environment of European countries. The key objective of these countries is to ensure the quality of training in the whole system of education. Lithuanian teachers’ training trends, issues and improvement possibilities are analysed in the works of educologists, at the scientific conferences, as well as in the concept of teachers’ training. The empirical research and its results have revealed certain discrepancies. The analysis of scientific literature has shown that in Lithuania the teachers’ training is oriented towards theoretical knowledge; moreover, there is no system of licensing, a very week relationship between higher education institutions and schools of general education; the system of teachers’ training is not practically applicable for lifelong learning; the content of study is very little oriented towards the fostering of new skills and competences; the process of teachers’ training is not sufficiently improved and etc. Therefore, many experts in the sphere of educology seek to establish the need to change the paradigm of educators’ training. The present-day training of teachers has to be focused on the personality development as well as on a future specialist’s preparation for life. [From the publication]