Lyderystės kompetencijų ugdymas Lietuvos universitetų pedagogų rengimo programose

LTNors yra faktų apie lyderystės kompetencijų ugdymo aukštojoje mokykloje svarbą, mokslinių publikacijų šiuo klausimu tiek Lietuvoje, tiek ir kitose šalyse itin pasigendama. Tai skatina tyrinėti šį aktualų objektą. Straipsnyje pristatomo tyrimo tikslas - nustatyti, kokios veiklos ir kaip padeda ugdytis lyderystės kompetencijas universitetinėse pedagogų rengimo programose. Tuo tikslu 2011 metais buvo atlikta 385 baigiamųjų kursų studentų, studijuojančių universitetinėse pedagogų rengimo programose, apklausa raštu, naudojant specialiai sukurtą instrumentą. Tyrimas parodė, kad lyderystės kompetencijos universitetinėse pedagogų rengimo programose ugdomos sistemiškai per įvairias veiklas, ir atskleidė konkrečių veiklų vaidmenį šiame procese. [Iš leidinio]Reikšminiai žodžiai: Kompetencijų ugdymas; Lyderystės kompetencijos; Lyderystės kompetencijų ugdymas; Pedagogų lyderystė; Pedagogų lyderystė, lyderystės kompetencijos, lyderystės; Education of the leadership competencies; Leadership competencies; Leadership competencies, leadership, competencies trainingeacher'; Teacher training.

ENAlthough there are facts about the importance of education of the leadership competencies in higher school, researches on this issue in Lithuania, as well as in other countries are especially missed. Accordingly, researches on this issue are relevant practically and quite novel scientifically. The aim of this article is to determine which activities and how help educate the leadership competencies in the university teacher training programmes. For this purpose, in the year 2011 the written survey of 385 final year students studying in university teacher training programmes was accomplished employing a specially created instrument. research results enable to make the conclusion that in the teacher training programmes at Lithuanian universities lot of attention is paid sufficiently for the education of the leadership competencies (except for special pedagogy study programmes which have not been included into this research). Respondent answers enable to perceive systematical model of education of the leadership competencies through various activities: participation of university lecturers and practical experts in lectures, practical occupations/seminars, practical work, student scientific conferences, university projects, excursions to educational institutions, activity of student organizations, reading of study literature, consulting with lecturers individually, fulfilling practical tasks individually, sharing studying experience with other students, and performing study tasks jointly.This conclusion fits with the research conclusion accomplished in the USA by M.F. Cox, O. Cekic, S.G. Adams (2010) that the leadership competencies are educated in higher school through various activities (not only studying a special leadership subject). The research helped determine the exceptional role of practical work in the education of the leadership competencies; this studying activity has been evaluated particularly by respondents as the mostly helping in the education of various leadership competencies during university studies. It has become clear that participation in projects fulfilled at university, as well as reading of study literature contribute to the education of leadership competencies the least. During the research it has also become clear that various activities at the time of university studies influence the education of separate leadership competencies differently. Communicational and working in team competencies are educated the mostly, whereas the competence of foresight of vision/aims is educated the least. [From the publication]