Mokytojai besikeičiančiai visuomenei : iššūkiai mokytojų rengimui

LTStraipsnyje lyginamos dvi paradigmos: mokymo ir mokymosi. Paradigmų priešprieša ir žinių bei kūrybos visuomenės keliami reikalavimai siejasi su švietimo politika, o tai tiesiogiai veikia mokytojų rengimo reformą. Ne mažiau aktualus ir besikeičiančią visuomenę atspindintys mokiniai, kurie reikalauja kitokio pasirengimo pedagoginiam darbui. Remiantis įvairiais edukologų darbais, analizuojami iššūkiai ir teikiamos rekomendacijos, kaip keisti mokytojų rengimą. [Iš leidinio]Reikšminiai žodžiai: Desocializacija; Kūrybiškumo teorija, mokinių įvairovė; Kūrybiškumo teorijos; Mokinių įvairovė; Mokymosi rezultatai; Paradigma; Paradigmų kaita; Creativity theory; Curriculum design; Desocialization; Learning outcomes; Paradigm shift; Paradigms; Pupil diversity.

ENThe article analyses competing paradigms in education and how they affect teacher education policy and practice. The first section explores how we teach - the shift from an instructional to a learning paradigm. According to Barr and Tagg, the metaphor for the first paradigm could be an information warehouse, whereas the metaphor for the second paradigm could be riding a bicycle. In the first, there is an emphasis on input, in the second the emphasis is on the result or the output. In the instructional paradigm, any expert can be a teacher, because teaching is perceived as nothing more than the transfer and accumulation of knowledge. In the second paradigm, the role of the teacher might seem less intense and direct to the casual outside observer, but in reality, it is much more complicated. Increasingly, those who are responsible for teacher education claim that five or six years are needed to adequately prepare new teachers. Pre-service teachers need to be "desocialized" or "deprogrammed" from the stereotypes of teaching they have learned after observing teachers for more than 14 years. This should include an intense clinical experience that is properly mentored and which involves close partnership between universities and schools. The second section discusses what we teach and learn, and why. We have moved from the information- based society to a knowledge-based society, and many claim that we are entering the era of the creative economy. Those dealing with definitions of knowledge society are feeling the need to expand the boundaries of what knowledge is.According to one source, knowledge is the social product of human intelligence and creativity. The role of creativity is increasingly stressed by writers such as Florida, Pink, Gardner, and others. Eisner criticizes educational curricula that ignore law, anthropology, the arts, communication and economics. He states that our emphasis on the cognitive domain has been at the expense of the affective and psychomotor domains. The last category of concern for reformers is who we teach. The Organisation for Economic Cooperation and Development (OECD) Centre for Educational Research and Innovation has published its 2008 edition of "Trends Shaping Education". It presents useful reminders of what issues we will be facing when we want to assure universal access to education for all citizens, regardless of age, color, economic or social background. Clearly, many teachers are not adequately trained to work with more diverse student population. As research shows, such teachers tend to trivialize knowledge and opt for more controlled intellectual and social environments when faced with a variety of student needs. Recommendations include: rigorous screening of applicants to the teaching profession, creating more rigorous arts education programs, increasing practicum and internship time, monitoring the quality of practical experiences, increased cooperation between subject area and education instructors at the university level, support for quality research of arts teacher education. [text from author]

• Lietuvos švietimo kūrimas, 1988-1997 / Ramutė Bruzgelevičienė. Vilnius : Sapnų sala, 2008. 345 p.
• Mokytojų rengimo idealinio modelio parametrai / Kęstutis Pukelis. Kaunas : Vytauto Didžiojo universiteto leidykla, 2004. 262 p.