Pedagogo veiklos pokyčiai pasaulinių ir europinių švietimo dimensijų kontekste

LTStraipsnyje analizuojami pedagogo veiklos pokyčiai pasaulinių ir europinių švietimo dimensijų kontekste. Išryškinus tradicinės pedagogo veiklos sampratą, pagrindinis dėmesys sutelkiamas į besiformuojančios postmoderniosios visuomenės būvį, kurio įtakoje išsikristalizavę pasaulinės ir europinės dimensijos sudaro šiandienos pedagogo veiklos erdvę. Taipogi akcentuojama tai, kaip minėtoje erdvėje kinta tradiciniai pedagogo vaidmenys ir kokių iš esmės naujų gebėjimų reikia šiems vaidmenims įgyvendinti. [Iš leidinio]Reikšminiai žodžiai: Europinės švietimo dimensijos; Europos švietimo dimensijos; Gebėjimai; Globalizacija; Kompetencijos; Mokykla; Pedagogas; Pedagogo veiklos pokyčiai; Tradicinis vaidmuo; Tradicinė pedadogo veikla; Visuomenė; Changes of the Teacher's Activities; Competentions; European Educational Dimensions; European educational dimension; Globalization; School; Skills; Society; Teather; Traditional role.

ENThe article focuses its attention on the state of post-modern sočiety in the process of its formation and under the influence of which the world and European dimensions have crystallised out . The dimensions stress new issues which cover the quality of education, respect for an individual, democracy, openess for a change, permanent learning and form the area of change for the teacher's activities. The author of the article rises out a scientific problem – what changes of teacher's activities are caused by the world and European dimensions; in what way the traditional roles of the teachers change in the latter context. Referring to this, the aim is being formulated - to analyse the changes of teacher's activities in the context of the world and European educational dimensions. The article presents the traditional definition of teacher's activities, there is the exposition of the roles which are thought to be the traditional ones (a conveyer of the information, an educator, a methodologist, an organiser, a consultant, a subject teacher); the world and European educational dimensions and their demands for the teachers are being surveyed; there is an analysis on the way how the nature of the traditional roles has been changing in this context; what new essential functions, attitudes and regulations should be characteristic to the teacher working at a post-modern school.After the generalisation of the ideas presented in the article the following is indicated: the analysis shows that the nature of the traditionally stated roles of a teacher are changing at the same time acquiring new qualitative aspects of the activities that stress out the flexibility of a teacher, his/her independence, ability to take responsibility and work in a group; the importance of totally new roles of a teacher could be stressed out: a stimulator of the learning process, a researcher, a catalyst, a change negotiator, a social pedagogue, and an innovator. The implementation of the above mentioned roles demand from teachers a totally new point of view towards education, ability to accept a wide moral responsibility and to act as a mediator in the change. [From the publication]