Edukaciniai tyrimai bendrojo lavinimo mokykloje : situacijos analizė

LTŠiame straipsnyje, remiantis atlikto empirinio tyrimo rezultatais, atskleidžiamas bendrojo lavinimo mokyklų vadovų, pedagogų požiūris ir nuostatos į edukacinius tyrimus, parodomas tokio pobūdžio tyrimų lygis, kokybė ir efektyvumas. Nurodoma kokių tipų tyrimai, metodai yra dažniausiai taikomi, kokia yra jų tematika, įtaka sprendžiant įvairias edukacines problemas, kylančias organizuojant ugdymą. Išryškinamos mokyklos vadovų ir mokytojų kompetencijos atlikti edukacinius tyrimus problemos ir ypatumai. [Iš leidinio]Reikšminiai žodžiai: Bendrojo lavinimo mokykla; Edukaciniai tyrimai; Edukacinis procesas; Ugdymo procesas; Education process; Educational research; School of general education.

ENThe results of the conducted empirical research are introduced in the article, the importance of educational research for school administrators and teachers in Lithuanian schools of general education is shown. Though the research is regional and limited some common trends are revealed. The importance of educational research is shown through the analysis of educational documents, new standards for schools of general education, Lithuania's involvement in international comparative researches, participation of school communities in various projects and programs, especially in SDP (School Development Program), and in inner as well as the outer audit. The following conclusions based on research results, are have been made: 1) Educational research in schools of general education is conducted by teachers of different subjects, class tutors, other teachers and school administration. Teachers of natural sciences and mathematics, primary school teaches are most likely to carry out diagnostic research mean while teachers of foreign and Lithuanian languages prefer descriptive research. 2) The functions of educational research are: motivation, encouragement and acquisition. Teachers especially stress the influence of educational research on individualization and differentiation of educational process, creation of favourable learning conditions and application of active teaching and learning methods. 3) Most often teachers apply such methods: interview, observation, testing and tasks in writing. Expertise, self-observation are used quite rarely. Frequency of methods depends on school type.4) Teachers and administration of schools of general education are towards positive educational research but their attitudes as participants of educational process differ. Teachers understand the importance of such research but its conduction is considered as extra work which requires extra effort and time. 5) Teachers consider educational research as a tool improving educational process; it helps to diagnose, plan, analize and evaluate it. 6) Most often problems arise because of a lack of researchers' competence, quality of data analyses or discussing the most recent research. It should be mentioned that schools do not have success indicators, do not collect or store informatikon regularly. It could be stated that it is highly important to look for various ways how and where teachers and school administration could improve their theoretical, methodological knowledge on research as well as how to create an effective system of collecting and spreading information in schools after the research was carried out. [From the publication]