Andragogo realizavimo veiklos srities didaktiniai aspektai

LTReikšminiai žodžiai: Andragoginis didaktinis procesas; Andragogo realizavimo veiklos sritis; Edukacinė paradigma; Andragogical didactic process; Andragogies realisation activitie; Andragogue's realization activity; Educational paradigm.

ENThe scientific problem: what didactic aspects of stipulate andragogue’s marketing activity and is characterized by a paradigm of educational aspects of the application? What didactic aspects condition the andragogue’s realization activity field and what is appropriate in the application of educational paradigms? Research aim – to analyse theoretically and reason empirically didactic andragogue’s realization activity field aspects. Research conclusions. Andragogue’s aspect of the realization of activities on didactic aspects is no clear for all who participated in the survey. Basically they welcome the practice of teaching skills of the instructors. They rather prefer social and personal instructors competencies than the disciplinary competences. They think, that teaching problems emerge because of insufficient, dull teaching, unattractive activity methods and means. The following aspects as has been reveale the instructors applied educational paradigm: activity style, carried out roles and functions, didactical aims and methods, the learning environment, the role of the learner. Test results show that various andragogical education paradigms prevale in practice, however, the instructors, when realizing the didactic activity focus more on the learner interaction and learning. On the opinion of future andragogues the most important andragogical didactic process elements are the needs, resources, objectives and tasks, content, methods, environment.Social, psychological, physical and intellectual aspects of the learning environment are significant for them. Active learning methods are most acceptable. Focus on their needs, the new knowledge and skills, theory and practice interface are import for them. It is more acceptable when the instructor provides all the training material, when it is possible to study from compendiums, presentations, less acceptable to the collections – when you need to search for information and self to study literature. Priority is provided to settling methods when one can answer questions concisely or address tests in writing. They consider that teachers provide enough new knowledge and provide them with attention during studies. Students are facing various problems, and the inaptitude to distribute ones time between family, work, study and leisure hinder them. [From the publication]