Dėstytojų teikiamos paramos

LTStraipsnyje keliais aspektais analizuojama dėstytojų teikiama parama / pagalba besimokantiems studentams. Atliktas empirinis tyrimas atskleidžia dėstytojų teikiamą paramą / pagalbą, orientuotą į tarpusavio santykių vystymą, informavimą, mokymosi / studijų veiklos palengvinimą, santykių orientavimą, mokymosi / studijų veiklos, elgsenos modeliavimą, studento mokymosi, studijų veiklos viziją. Išvardyti teikiamos paramos / pagalbos aspektai gali tapti tam tikru šios srities dėstytojų veiklos eskizu, užtikrinančiu realią ir efektyvią pagalbą bei mokymosi ir studijų kokybę. [Iš leidinio]Reikšminiai žodžiai: Aukštojo mokslo didaktika; Aukštosios mokyklos dėstytojas; Parama / pagalba; High school teacher; Higher education didactics; Support / help.

ENSupport, assistance for learning student is not an one-off measure, but a creative area of activity that helps to change forming new attitudes and behavior, invites to review the mental maps, world’s understanding, cognition, concept, vision. No outside knowledge and provisions to be imposed into learning student, but he should be taught to learn himself and solve raised problems, applying various learning strategies that are defined as a totality of actions and methods that determine a choice of technique, learning material, didactic situations according to the object of the learning purpose. However, there has been not enough comprehensive research carried out in Lithuania on the subject so far. Thus, there has been the scientific problem presupposed: how and by what means the lecturer’s support / assistance to learning students is expressed in different academic context? The purpose of the research – theoretically analyze and empirically reveal the aspects of lecturer’s support / assistance to learning student. To implement the purpose of the research, the problematic questions are foreseen. The main results of the research. After the analysis of the carried out theoretical insights and basing on the results of the empirical research we may state that lecturer’s support / assistance that focuses on the interpersonal relationships’ development, according to lecturers and students, are to be improved. This statement may be illustrated by the numbers: the average of lecturers’ estimates – 36,28 and students’ – 21,85 out of 50 (as total). Lecturer’s support / assistance that focuses on the informing is not sufficient as, after analyzing the research data, the average of lecturers’ estimates – 34,71 and students’ – 18,28 out of 50 (as total).Lecturer’s support / assistance that focuses on the relationship regulation meets the criteria as lecturers’ estimates are 44,57. However, getting deeper into the students’ estimates (22.00) we may see the very different attitude when students’ expectations are not met by their lecturers’ support / assistance activities. Lecturer’s support / assistance that focuses on the modelling of the learning / studies activities, behavior basically meets the set criteria as lecturers’ estimates’ average is 23,00 (out of 55). However, the students’ estimates (10.71 out of 55) show that support / assistance activities focusing on the modelling of the learning / studies activities, behavior do not meet students’ needs. Lecturer’s support / assistance that focuses on the vision of student’s activities should be improved as well as the lecturers’ estimates are 38,14, students’ – 18,14 out of 50. The difference in lecturers and students’ opinion shows that the provided field of support / assistance is not completely filled by lecturers’ behavior. [From the publication]

• Kokybinių tyrimų metodologija : vadovėlis vadybos ir administravimo studentams / Bronislovas Bitinas, Liudmila Rupšienė, Vilma Žydžiūnaitė. Klaipėda : S. Jokužio leidykla-spaustuvė, 2008. 303 p.
• Universitetinės studijos mokymosi visą gyvenimą perspektyvoje / Vaiva Zuzevičiūtė, Margarita Teresevičienė. Kaunas : Vytauto Didžiojo universiteto leidykla, 2007. 183 p.