Andragogo kompetencijų raiška besimokančiųjų kritinio mąstymo ugdymo procese

LTNaujai mokymosi paradigmai keičiant tradicinę mokymo paradigmą, suaugusiųjų mokytojas tampa ne tik mokymo(si) proceso organizatoriumi, bet ir nuolat besimokančiuoju savo veikloje. Straipsnio tikslas - atskleisti andragogo kompetencijos raišką besimokančiųjų kritinio mąstymo ugdymo procese, remiantis konceptualiomis kritinio mąstymo nuostatomis ir suaugusiųjų mokymosi ypatumais bei empiriškai palyginti mokytojų ir besimokančiųjų požiūrį į šiuolaikinių didaktikos nuostatų taikymą mokymosi procese. [Iš leidinio]Reikšminiai žodžiai: Andragogo kompetencija; Kritinio mąstymo ugdymas; Mokymo(si) proceso organizavimas; Partnerystė; Šiuolaikinės didaktikos nuostatos; Competence of the adult teacher; Contemporary didactics; Critical thinking training process; Partnership; The act organizing teaching (learning) process.

ENAdults teaching is based upon other peculiarities than those concerning children teaching. Adults are apt to accept their own experience, on which their eagerness to study and the evaluation of the study process depends. Thus the problem arises how to train critical thinking in an adult person when there are no traditions of critical thinking in the society, moreover, present teachers and pupils were brought up in schools where critical thinking wasn't practised. In the article the author seeks to detect the theoretical aspects of critical thinking in formal adult education basing upon the theory of constructionism, to show competence development of the adult teacher in the critical thinking training process and empirically investigate the possibilities of critical thinking teaching in Kaunas Adults Learning Centre. The main findings: From educological viewpoint critical thinking is described as an active and interactive cognition, use of thinking operations in problem solving, combined unity of thinking and sensibility. The Expression of critical thinking training assumes that as stated in formal adult education documents, are teachers obliged to predicate the educational process by the method of interpretation, the method of reproduction. Education reflects modern didactic attitudes and expresses possibility of critical thinking development in the learning process. Critical thinking is a response to global and democratic problems and embodies life-long learning attitudes.Lithuanian education strategy registered in official educational documents is recognized as a favourable assumption for the development of critical thinking in Lithuanian adult formal education. Contemporary didactics reflects training alternation thus aiming to train students' critical thinking, which will be used in the teaching process. While working with adult people the teacher has to begin a dialogue with students and to select a proper teaching method. The study process based on students' experience guarantees reflectional study processes, which frame adult critical thinking teaching. The competence of the adult teacher shows his/her abilities to organize the study process, to create partnership based learning, to project the study process together with students, to define their needs, to optimize their abilities in the study process, to employ contemporary didactics systems, methods, means of training and evaluation. Comparing the teachers and the students attitudes to contemporary didactics in the study process the conclusion is made, that contemporary didactics prevails in the study process. The biggest part of the teachers in Kaunas Adult Learning Centre has the of adult teacher's competence: to employ constructive learning, reflection and to raise the need for critical thinking training in the study process, to evaluate students' abilities to analyze, synthesize and assess training material. A smaller part of the teachers use traditional didactics in the training process and know little about methods the critical thinking training in the study process. […]. [From the publication]