Metodologinės paradigmos ir pedagoginės technologijos : individualumo ir socialumo ugdymas

LTStraipsnyje apibendrinami šešerių metų tyrimai, kuriuos autorius atliko nagrinėdamas profesinio ugdymo metodologines koncepcijas ir pedagogines technologijas individualumo bei socialumo ugdymo aspektais. Svarbia ugdymo ir rengimo gyventi rinkos sąlygomis prielaida yra laikoma asmens individualumo ir socialumo dermė profesinėje raiškoje. Tyrimų metu buvo išskirti dominuojančių metodologinių paradigmų prieštaravimai, kurie neskatina ugdytinių individualumo ir socialumo dermės profesinėje veikloje; buvo atskleisti profesinio ugdymo pedagoginių technologijų raidos bruožai, skatinantys ugdytinių individualios profesinės patirties ir kompetentingumo plėtotę. Straipsnyje aptariamos profesinio ugdymo metodologinių paradigmų plėtotės galimybės, svarbia prielaida laikant subjektyvųjį ugdytinio profesinės raiškos aspektą. [Iš leidinio]Reikšminiai žodžiai: Dermė; Dermė, pedagoginė technologija; Individualumas; Individualumas,; Karjera; Kompetentingumas; Metodologinės prielaidos; Pedagoginė technologija; Profesija; Socialumas; Career; Coherence; Competitiveness; Individuality; Pedagogical technology; Sociability; Sociability,; Vocation.

ENThe methodological aspects of individuality and sociability development for the professional expression and the relevance of their research have been related to the changing assumptions of professional expression in the Lithuanian and world labour market and vocational education and training systems during the last two decades. The paradigms of vocational education and training based on meeting the needs of the world of work often take inadequate account of the success factors, which reflect meaningfulness of person's professional expression, and their interface as well as relations with environment (Franki V. E., 1997; Schneider S. L, 2001). As life environment is becoming more democratic and the features of "age of relationship" more vivid, the aspect of coherence between person's professional expression individuality and sociability becomes more significant, while training learners of various ages for professional expression and life. An individual is encouraged to create assumptions for his/her meaningful and qualitative life himself/herself, by rationally interacting with social systems of education and the world of work, assessing his/her own self, self-awareness, respecting others and himself/herself and looking for opportunities to develop his/her professional self-expression. The interface of vocational education and training has been researched with regard to cognition (epistemological) and value (axiological) aspects recently. However, the purposes of qualitative life make the aspect of human essentiality and meaning of life as well as purpose (ontological) in the vocation more relevant. [From the publication]Worsening situation in the labour market, value and meaningfulness of expression aspects become most important for the stability of the labour market and enhancement of its progressive development. In this article, the assessment of vocational education methodological conceptions and pedagogical technologies with regard to development of students' individuality and sociability is defined as the object of the research. The aim of the research is to evaluate the methodological and pedagogical technology trends of changes in vocational education and training with regard to the development of students’ individuality and sociability. The research aim determined the following research objectives: 1 .To evaluate the features of pedagogical paradigms peculiar to Lithuanian vocational and higher education systems. 2.To investigate and evaluate the trends of pedagogical technology development and change under the changing situation in the labour market and educational institutions. Research methods. The article analyses the data of six-year long research, obtained by using general (analysis of scientific literature, systematisation, comparative analysis, statistical research data analysis) and special research methods (questionnaire surveys, phenomenological situation assessment). The research was carried out in the setting of higher education and vocational education and training institutions as well as vocational setting (the world of work). The data obtained from 870 respondents (students, learners, vocational teachers, employers) are analysed. The respondents of agricultural sector vocations dominated in the research. [From the publication]

• Sociologija / Sociology
• Edukologija / Education