Mokytojo socialinio portreto bruožai profesinio įvaizdžio kontekste

LTMokslo ir studijų kokybės užtikrinimas yra svarbus kiekvienai valstybei. Todėl pedagogų rengimas turėtų būti prioritetinė švietimo politikos dalis. Pedagogas / mokytojas yra tarpininkas tarp mokslo institucijos ir moksleivių, jis atlieka esminį vaidmenį teikiant mokymo paslaugas. Nuo mokytojo veiklos, asmenybės ypatumų, vertybinių orientacijų, aplinkos, kurią jis sukuria, perteikdamas žinias, priklauso tiek pačių žinių priėmimo kokybė, tiek mokymo proceso subjektų santykiai. Straipsnyje nagrinėjami mokytojo socialinio portreto bruožai profesinio įvaizdžio kontekste, keliama hipotezė, kad mokytojo vaizdinys nūdienos švietimo aktualijų kontekste formuojasi spontaniškai, trūksta vienodos mokytojo įvaizdžio formavimo strategijos. Moksleiviai suvokia ir vertina mokytojo asmenybę, nes visame mokymo(si) procese ji dalyvauja kaip dominuojanti figūra. Todėl empirinio tyrimo metu nagrinėjant esminius mokytojo socialinio portreto bruožus, kaip profesinės kompetencijos sudėtinę dalį, buvo apklausiamos 3 respondentų grupės – moksleiviai, pedagogai praktikai bei būsimi pedagogai – Klaipėdos valstybinės kolegijos studentai. [Iš leidinio]Reikšminiai žodžiai: Kontekstas; Pedagogas; Profesinis įvaizdis; Socialinis portretas; Sąveika; Ugdytojo įspūdis; Context; Educator; Educators impression; Interaction; Profesional image; Professional image; Social portrait.

ENArticle aims to reveal the main features and characteristics of a teacher’s social portrait, to analyze the phenomenon of an educators’ image, which is closely related with the values, provisions and communication competences conveyed by educators. It is extremely important because it would help to identify some of the main characteristics of the educators’ image and social portrait and to improve the attraction of an educators’ profession. The identification of a students’ impression about the teachers’ professional image would help to identify the characteristics of their social portrait that shape professional image and make a great influence on choosing the educators’ profession. The goal of the article is to analyze the specificity of the image of educators and, using the information of the survey, to identify the main characteristics of the educators’ image of a social portrait. The objectives are: to analyze the conception of the image and the specificity of the educators’ profession using the theoretical background of the field; to carry out an empirical survey; analyzing the main aspects of the teacher’s social portrait, taking into consideration the attitude of pupils, teachers and students; according to the data of the survey, to reveal the influence of the teacher’s professional image, on the choice of a professional career. The object of the research is the importance of the educators’ profession in the education system, the main features and characteristics of the profession based on the attitude of pupils, teachers and students. To carry out the survey, the following applied research methods were used: the analysis of scientific literature, content analysis, questionnaire as well as mathematical and descriptive statistics.In order to collect empirical data, the questionnaire was used. The method of respondent selection was determined by the object of the research. Comparing the opinions of three respondent groups, the overall situation was modelled. The survey was carried out having 280 respondents in total: 70 teachers, 130 pupils and 80 students. The survey showed that pupils were very often thinking about and evaluated the characteristics of their teachers according to their subjective impressions. Moreover, the pupils evaluated not only their professional competence but also their moral characteristics. The data of the research shoes that educational activities are much more effective, when a teacher is perceived as an authority by pupils. It is also very important for pupils to have a teacher they can speak to. Furthermore, the majority of pupils pointed out the importance of empathy and understanding. However, even 40% of all pupils pointed out that they could not always expect to get help and understanding from their teachers. All three groups of respondents (pupils, students and teachers) were given a list of educators’ personal characteristics. All respondents had to arrange them in the order by importance. So, the results showed that the opinions of the three groups were different in a way. Pupils emphasized the ability to convey knowledge in an understandable way. The students pointed out that a teacher should have good communication skills and he/she should show respect to students. The respondent group of teachers emphasized the importance of practical experience, professionalism and the understanding of a subject he/she taught. Nevertheless, in some places the opinion of the respondents from different groups was the same. For example, they all pointed out the importance of knowledge, sophistication and scientific expertise.They all agreed that an educator should be able to convey information in an understandable way and he/she should assess knowledge in an objective way. The research demonstrated that there was a constant interaction between an educator and pupils in the process of teaching/learning. These interactions, of course, framed some particular attitudes towards one another. Pupils and students realized very clearly the personality of their educator because he/she was a dominant figure in the process of teaching/learning. However, it can be claimed that all evaluations are highly subjective because they are caused by dynamic factors such as personal feelings, assumptions, sensations, interests, personal experiences. [From the publication]