Studentų savirefleksija kaip tęstinių studijų programos kaitos būdas

• Makarskaitė-Petkevičienė, Rita
• Žemgulienė, Aušra

LTStraipsnyje analizuojami pirminiai duomenys, gauti vykdant diagnostinį tyrimą, kuriuo siekta įvertinti naujai parengtos edukologijos (pradinio ugdymo) tęstinių universitetinių studijų programos efektyvumą. Minėta studijų programa skirta aukštąjį išsilavinimą jau įgijusiems kolegijų absolventams, siekiantiems įgyti universitetinių studijų bakalauro laipsnį bei pasirengti tolesnėms antrosios studijų pakopos (magistrantūros) studijoms. Duomenų analizė bei interpretavimas paremtas suaugusiųjų mokymo, nuotolinių studijų organizavimo bei studijų programų rengimo teorijų (R. Laužacko (2000), L. Kraujutaitytės, J. S. Pečkaičio (2003), D. Miltono (1997), P. Ramsdeno (1994), A. Rogerso (2000) teiginiais. Ypač akcentuojamas studentų lūkesčių bei programos koncepcijos sąveikos aspektas, grindžiamas absolventų įvardytomis įgytomis kompetencijomis. [Iš leidinio]Reikšminiai žodžiai: Suaugusiųjų mokymas; Studijų programos; Studentų refleksija; Adult teaching; Study programmes.

ENThe article analyses primary data, received during a diagnostic research, aimed to assess efficiency of the newly developed Study (continuing) Programme of Educational Science (Primary Education). The study programme is targeted at college graduates who strive for pursuance of Bachelor degree of university studies and preparation for further second-cycle (master study programme) studies. The data analysis and interpretation are based on ideas expressed in theories of adult teaching, distant studies organising and study programme development (Laužackas R., 2000, Kraujutaitytė L., Pečkaitis J. S., 2003, Milton D., 1997, Ramsden P., 1994, Rogers A. 2000). Propositions regarding conscious adult learning, purposive and personality growth — centred educational expectations are of particular importance in the research. The conception of Study (continuing) Programme of Educational Science (Primary Education) is substantiated by the opinion provided for in the theory of adult teaching. It states that one of the ways to ensure study quality and to improve the programme is based on proper application of students' opinion and their experience. In fact, university studies do not only focus on knowledge and competence development but also realise the key mission of university — personal growth of an individual and changes in his/her self-evaluation. Therefore, this research made an attempt to clarify whether students relate expectations of continuing studies with the growth of their own personality, whether they are able to observe changes in their own personality. The research also focused on identifying to what extent the fixed personal growth can be attached to this study programme and on providing trends for further improvement of the programme.Aim of the research is to analyse efficiency of the study programme and to foresee possible trends of its change through investigation of interaction of students' personal expectations with changes in their personality at the end of the programme. Research methods: analysis of scientific pedagogical literature (on issues regarding models of adult teaching, study programme development, assessment), diagnostic research and data analysis. Research results and conclusions. Providing expectations related to continuing studies, the respondents demonstrated insufficient perception of purpose of university studies and extramural form of studies. Some of them expected to further learn "how to conduct a lesson", i.e. to develop their practical competences. However, in order to avoid duplication of college content, the focus of continuing studies is different. A number of the students failed to formulate solid motivation for studies: having pointed out expectations such as 'to pass examinations', 'to successfully finish the studies', they demonstrated their strive only for 'completion of the programme' in one way or another. However, towards the end of their studies, the students had already perceived the essential differences between college and university studies. They realised the advantage of deeper theoretical knowledge and sensed their personal growth. At the end of their studies, the students observed acquisition of latest knowledge of theory of education, mastery of new quality thinking and especially, abilities of analytic and practical researches, changes in process evaluation. The analysis of the data allows for j ustification of employing conformist (educator-centred) education paradigm while preparing the content of the programme. This can also be related to the process of college programme accreditation and deep analysis of college study programme content.In the beginning of continuing studies, a big number of students expressed high expectations regarding lecturers teaching in university study programmes. They expected new theoretical knowledge, wanted to meet authors of textbooks. It is important, that at the end of the study programmes, the graduates pointed out high qualification of lecturers and their knowledge of the subject they teach. However, students of continuing studies lacked closer collégial relations with teachers, their bigger understanding and goodwill. Such findings raise doubts regarding justification of conception of a teacher as supervisor and inspector directed to conformist (educator- centred) education paradigm. Though students directly asked for more empathy and understanding from lecturers, due to their big load and faced difficulties in combining of work and studies, such students' expectations can be clearly referred to expectations for closer cooperation. This also asks for application of liberal (student- centred) education paradigm while making strategic decisions on teacher-student relations, which emphasises the role of lecturer as an advisor and helper as well as cooperation between a student and a lecturer. [From the publication]