Mokinių adaptacija gimnazijoje : mokytojo kompetentingumo vaidmuo

LTStraipsnyje nagrinėjama mokinių adaptacija, lemiantys veiksniai: mokytojo kompetentingumas, mokytojo bendravimas ir bendradarbiavimas su mokiniais. Empirinio tyrimo duomenys leidžia teigti, kad mokytojas vaidina svarbų vaidmenį mokinių adaptacijos procese. [Iš leidinio]Reikšminiai žodžiai: Adaptacija; Kompetencijos; Mokytojo vaidmuo; Adaptation; Teacher competencies.

ENIn order to implement the priority objectives of the Lithuanian education, teachers today have to be ready to create new learning environments, ensuring the quality of education and positive conditions for students to feel a fully-fledged, secure person in the learning environment. The transformation of the education system from conditioned pedagogy of impact to the learning paradigm plays an important role in the adaptation process. Paradigm shift changes learning objectives and principles. Greater requirements for teacher competencies are emphasized, highlighting the ability to organize modern learning environment that is responding to the needs of each student [5]. That is why in the process of adaptation a relevant learning environment is the one which has a prevailing atmosphere of trust, that allows constructive problem-solving, enabling greater flexibility to unfold and mature every student's and teacher's personality, encouraging better learning, allowing to prevent a lot of pupils' and whole classes' problems and ensuring the safety of every pupil. The listed factors of the learning environment influence personal maturity and academic achievements. Pupils find the adaptation to a new environment troublesome and they usually experience an adaptation crisis. The first year at gymnasium is the age of adolescence, which is the age, when pupils are extremely vulnerable by the social environment [4]; therefore adaptation difficulties at school are connected with the further pupils'disadaptation in the society. In order to avoid disadaptation, pupils' relationship with teachers is of utmost importance, because teachers become the main characters to achieve the harmony in the relationship between pupils and school environment.The study of scientists Rupšienės L., Tijūnėlienės O., Jautakytės R., Kučinskienės R., Žukauskienės L., Zulumskytės A., Saveljevos R. (2004), Vasiliauskienės L. (2004), Pocevičienės R., Augienės D., Bobrovos L., Butvilo T, Eitutytės D., Lukavičienės V. (2004), Gumuliauskienės A., Marcinkaus R. (2004), Poderienės G. (2004); shows that it is necessary to encourage the communication of higher cultural level between teachers and pupils, more detailed cognition of pupils, and to provide pupils with purposeful and professional support, as teachers' responsibility cooperating with pupils is to create the environment that encourages intellectual and emotional spread, motivating every pupil to learn and meeting every pupil's needs. It is assumed that the teacher's activities which make it easier for pupils of a gymnasium to adapt are the key to a successful pupil integration in the society. The research problem - how pupils in their first year at gymnasium are successful in adapting to a new learning environment. In Lithuania pupil adaptation in gymnasiums has not been studied thoroughly enough, that is why the aim of the research - to discuss the influence of teacher's activities on the first year gymnasium pupil adaptation through pupils' attitudes. The research objectives. 1. To define the peculiarities of the adaptation. 2. To reveal students' views on the role of teacher competencies for the adaptation at gymnasium. 3. To study the influence of pupils' demographic factors on their attitudes to the role of teacher competencies to the adaptation. The methods of the research: The analysis of the scientific literature. The questionnaire. The interview. The statistical analysis of survey data.Participants in the research - 157 first year gymnasium pupils of the cities of Klaipeda and Vilnius. (In the gymnasiums, chosen for the study, pupils learn from the age of 15-16 till the age of 18-19.The analysis of the scientific literature showed that the adaptation is a difficult process, analyzing which it is essential to take micro, meso, exo, and macro systems into consideration, as adaptation is a continuous, active process. Adaptation at a new gymnasium community is very important for pupils because it leads to their self-confidence, learning motivation, a sense of security. Empirical survey data proved that the teacher's competencies have an important role in the adaptation process and the most important ones are: cognition, evaluation, motivation and methodological competencies. Therefore, teachers have to be perfectly skillful at the main social, philosophical, pedagogical, managerial, and psychological knowledge and to be able to use the knowledge in the pedagogical activities because the essential factors of positive adaptation at gymnasium depend on relationships in a class, pupil and teacher cooperation, pupil cognition during lessons, curricular differentiation, objective evaluation, and pupil teacher personal relationship. After the correlation analysis of survey data statistically insignificant bonds between teachers' existing professional competencies and student grade average were traced. Weak negative correlation was estimated between teachers'evaluation, contemporary social competencies and students' gender. The analysis of correlations between teacher competencies and student gender showed the excretion of girls'and boys'attitudes in the assessment of teacher competencies. [From the publication]