Būsimų kūno kultūros mokytojų pažintinio kryptingumo ypatumai
LTReikšminiai žodžiai: Būsimieji kūno kultūros mokytojai; Kūno kultūros mokytojas; Mokymosi veiklos skatuliai; Pažintinis kryptingumas; Pirmo kurso studentų pažintinis aktyvumas; Specialistų rengimas; Universiteto pirmo kurso studentai; Cognitive learning motivation; Cognitive singleness; First year students; First year students cognitive activity; Learning activities promoting; Physical education teacher; Prospective teachers of sport culture; Specialist training; University.
ENDiscussions about lifelong learning, mutual influence during student-teacher interaction, creating emotionally safe learning environment which stimulates active learning, self-realization and self-esteem are frequent in higher education didactics. These questions are of great importance for first year students when contradictions between individualization (self-realization) and socialization (academic adaptation) are extremely notable. We feel lack of theoretical and empirical research in the field of cognitive learning motivation. Cognitive learning motivation should be analysed as a hypothetical structure of personality, containing cognitive attitudes, needs, interests and motives. This structure stimulates the strength and direction of cognitive activities. Cognitive learning activities are one of the basic factors influencing specialists' lifelong learning attitudes. The object of the study was to investigate the components of cognitive learning motivation and evaluate the changes of this structure during the first year of studies in higher education system. During the data collection period, 139 the first year students were tested two times (in September and May). Statistical analysis (descriptive statistic, Wilcoxon criterion) allows to conclude that almost all the investigated aspects of the freshmen's cognitive learning activities are very dynamic and slackening during the first year of studies (p<0,05 or p<0,01). The purposeful stimulation of the teacher's work is supposed to influence all the components of the students' cognitive learning motivation positively. This facilitative process is supposed to be permanent. [From the publication]
