Dėstytojų inovacinės veiklos lygiai diegiant kooperuotų studijų metodą

LTVisuomenės kaita kelia vis naujus iššūkius švietimui ir neabejotinai šiuolaikiniam aukštajam mokslui, kuris išgyvena savąjį transformacijų laikotarpį (Barnett, 1990, Ramsden, 2000, Longworth, 2000, Gudaitytė, Jucevičienė, 2000, Gudaitytė, 2001, Trigwell, 2001, Jucevičienė ir kt., 2010). Aukštajam mokslui keliami vis didesni reikalavimai, vyksta aukštojo mokslo institucijų masiškėjimo ir besimokančiųjų diversifikacijos procesai, kurių kontekste reikalaujama studijų ir dėstymo kokybės (Ramsden, 2000). Kita vertus, pokyčiai aukštajame moksle susiję ir su edukacinės paradigmos kaita. Taigi, besikeičiantis kontekstas aktualizuoja dėstytojo inovacinės veiklos svarbą, tačiau mokslinės literatūros analizė (Mioduser, et al., 2003, Larina, 2006, Cumming, Owen, 2006, Tsigilis, Grammatikopoulos, Koustelios, 2007) leidžia teigti, kad dėstytojo inovacinei veiklai nėra skiriamas pakankamas dėmesys, nors besikeičianti veikla reikalauja iš dėstytojo būti novatoriškam, diegti inovacijas, naujus metodus savo veikloje. Akcentuotina ir tai, kad pirmiausia dėstytojų inovacinė veikla pasireiškia per konkretaus dėstomo modulio realizavimą diegiant naujus mokymo ir mokymosi metodus, koreguojant modulio turinį, vertinimo sistemą, rengiant praktines užduotis ir pan. Pirmojoje straipsnio dalyje pagrindžiama dėstytojo inovacinės veiklos samprata bei pateikiami inovacinės veiklos lygiai produktyvios ir reproduktyvios veiklos kontekste, pristatomas kooperuotų studijų metodas. Antrojoje straipsnio dalyje pristatoma tyrimo metodika. Trečiojoje straipsnio dalyje pateikiami empirinio tyrimo, kurio metu atskleista dėstytojo inovacinės veiklos raiška ir lygiai diegiant kooperuotų studijų metodą studijų procese, rezultatai. [Iš leidinio]Reikšminiai žodžiai: Dėstytojo inovacinė veikla; Dėstytojo inovacinės veiklos lygiai; Inovacija, universiteto dėstytojas, kooperuotos studijos; Inovacijos; Inovacinės veiklos lygiai; Kooperuotų dėstytojo inovacinė veikla; Kooperuotų studijų metodas; Innovation, university teacher, cooperated studies; Innovations; Innovative activity of a university teacher; Levels of a university teacher innovative activities; Levels of a university teacher's innovative activity; Method of cooperated studies.

EN[...] Research object – the levels of university teachers’ innovative activities in the implementation process of the method of cooperatedstudies. Research aim – to reveal the levels of university teachers’ innovative activities in the implementation process of the method of cooperated studies. The following objectives are set in order to reach the aim of the research: to reveal the conception and levels of a university teacher’s innovative activity in the context of productive and reproductive activities; to identify the evidence of a university teacher’s innovative activity and its levels in the implementation process of the method of cooperated studies. Research methods: scientific literature review, interview, qualitative content analysis. The cooperated study is a flexible and mobile system of studies combining specific lectures and seminars in a lecture room and objective work in a public institution, non-governmental organization, company, etc. The cooperated studies is an innovation implemented by a university teacher in the process of studies, and the above mentioned elements of a university teacher’s activity when changing a traditional module by applying the method of cooperated studies may challenge a university teacher to engage in an innovative activity, since teaching a module based on the method of cooperated studies entails the change of elements of a pedagogical system. In order to analyze the evidence of a university teacher’s innovative activity and its levels in the implementation process of the method ofcooperated studies a partially-structured interview has been chosen for the research. A research instrument has been prepared to carry out the research: the content of module teaching and learning, teaching and learning methods and an assessment system. The interview questions reflect the above mentioned structural components.Non-probability objective target group formation has been applied for the research sample, i. e., when a researcher selects individuals who in his or her opinion fit the best in regard to a researched aspect and informative enough in regard to the research – university teachers teaching modules based on the method of university teachers teaching modules based on the method of cooperated studies (11 university teachers) as well as individuals who initiated the implementation of the method of cooperated studies (2 individuals). The results of the research have displayed that university teachers’ innovative activity included the following module teaching and learning innovations: the integration of theoretical and practical knowledge, interdisciplinarity and conveying the content through activities and practical reality. New teaching and learning methods are introduced: a problem-based method, experiential and reflective learning, learning in a society and a project method. A new form of studies –Moodlesystem has been initiated. The assessment system has been supplemented with innovations – diaries, reflective journals and competence development journals. A university teacher’s innovative activity is described as reproductive since it is supplemented with particular new elements, i. e., new teaching and learning methods, modes, forms, etc. This kind of university teachers’ activity is attributed to the second level of innovative activity where a university teacher’s innovative activity is related to the development of the activity content. The conception of a university teacher’s innovative activity is founded and the levels of innovative activity in the context of productive and reproductive activities are provided in the first part of the article. The second part of the article presents the methodology of the research. [...]. [From the publication]