Skirtingos kompetencijos pedagogų požiūrio į vaikų ugdymo kokybę takoskyra

LTVaikų ugdymo kokybė siejama su tokiais žmogiškaisiais veiksniais, kaip pedagogų išsilavinimas, darbo stažas, kvalifikacinė kategorija. Pastaruoju metu ugdymo kokybė suprantama kaip vaikų ugdymo konstravimas iš vaiko perspektyvos. Į vaiką orientuotas ugdymas reikalauja iš pedagogų naujų kompetencijų: kito vertybinio požiūrio, ugdymo tikslų kėlimo iš vaiko perspektyvos, į vaiką orientuoto ugdymo Paradigma grindžiamų pedagoginių technologijų. Straipsnio tikslas yra atskleisti, kokį išsilavinimą, darbo stažą ir kvalifikacijos kategoriją turintys pedagogai geriausiai supranta ir priima į vaiką orientuoto ugdymo Paradigmos iššūkius. Analizei pasirinkta keletas į vaiką orientuoto ugdymo iššūkių: ugdymo tikslų iš vaiko perspektyvos kėlimas; vaikų grupės gyvenimo organizavimas, atsižvelgiant į vaiko poreikius, nuomonę, individualų gyvenimo ritmą; individualaus, projektinio bei patirtinio vaiko Ugdymosi formų praktikavimas; tarimasis su vaikais ir jų tėvais dėl ugdymo turinio ir proceso. [Iš leidinio]Reikšminiai žodžiai: Ikimokyklinis ugdymas; Pedagogo darbo stažas; Pedagogo išsilavinimas; Pedagogo kvalifikacinė kategorija; Vaikas; Vaiko perspektyva; Child; Pre-school educaion's perspective; Pre-school educations' perspective; Teacher's educational background; Teacher's qualificaion category; Teacher's working experience; Teachers' educational background; Teachers' qualification category; Teachers' working experience.

ENThe quality of children's education is linked with such human factors as teachers' educational background, working experience and their qualification category. Construction of child-centred education is a new challenge to preschool education teachers. The new paradigm requires new competences from teachers: different value-based attitudes; establishment of education goals from perspective of a child; listening to a child, dialogue, application of play pedagogy. The research goal is to identify which teachers (in terms of education, working experience and qualification category) are able to perceive challenges of child-oriented education paradigm best. The research methods. The internet questionnaire survey of teachers was applied. The random representative sampling of teachers was employed. A number of challenges of child-oriented education were chosen for analysis: establishment of education goals from child's perspective; organization of life in children's group considering child's needs, opinion, individual rhythm of life; practicing of individual, project and experiential child's self-education; discussions with children and their parents regarding education content and process. The sample: 501 teachers of different educational background, working experience and qualification category.The research data showed that teachers found it most difficult to acknowledge a child as a full-value member of the society with his / her own opinion, interests and style of self-education. A general tendency is observed that discussions with children about various education related issues remains a challenge to teachers of any educational background, working experience and qualification category. Child-oriented education paradigm, which emphasizes importance of child's experiential self-education, has not fully been adopted by teachers. Child's experiential education is a more difficult challenge to teachers of lower educational background and lower qualification. Better understanding of children's experiential education, more frequent practicing of such education, application of various forms of children's experiential education, more frequent discussions with parents and children arc characteristic of teachers with higher university education or with qualification of methodologist. General tendency is observed that teachers do not link practice of childoriented practice with expedience of education. Even organising purposeful activity of children, their achievements were not reflected. The research data show that teachers with university education, sufficient working experience (4–20 years) and qualification of methodologist perceive results of child-oriented education best. [From the publication]

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