Mokytojų rengimo(si) ugdyti mokinių tautinį tapatumą teorinės prielaidos

LTLR švietimo įstatyme (2011) teigiama, kad mokytojas privalo ugdyti tvirtas mokinių dorovės, pilietines, tautines ir patriotines nuostatas, pagarbą tėvams ir savo kultūriniam tapatumui. Straipsnio tikslas – išnagrinėti mokytojų pasirengimą ugdyti mokinių tautinį tapatumą, apžvelgiant mokytojų rengimą istorinėje perspektyvoje ir šiandien. To siekiant atlikta mokslinės literatūros ir Lietuvos Respublikos teisės aktų, reglamentuojančių tautinio tapatumo ugdymą, analizė. Ji suteikia galimybę teigti, kad mokytojas tampa vis svarbesniu pedagoginio proceso dalyviu istorinių, ekonominių, sociokultūrinių visuomenės pokyčių kontekste. Didėja ir mokytojo gebėjimų ugdyti mokinių tautinį tapatumą svarba. Tačiau reikia konstatuoti, kad dėmesio tautiniam tapatumui rengiant mokytojus trūksta. Tai rodo, kad deklaruojamas dėmesys tautiškumui dažnai yra tik formalumas, kad priemonės ir instrumentai jam stiprinti nėra rengiami, kad tautiškumo, tautinio tapatumo ugdymas paliekamas asmeninei mokytojo iniciatyvai, visiškai jo šiai veiklai neparengiant. [Iš leidinio]Reikšminiai žodžiai: Mokytojų rengimas mokinių; Mokytojų rengimas mokinių tautiniam tapatumui ugdyti; Tautiniam tapatumui ugdyti; Tautinio tapatumo ugdymas; Formation; National identity; National identity education; National identity formation; Teacher training.

ENThe object of the paper is the readiness of teachers to develop national identity in their pupils. Since the concept of national identity still receives different interpretations (mostly this depends on the context where it is used), attempts were made to analyse the essence of national identity and the specifics of the question inasmuch as it is related to the questions of education. In order to theoretically justify the aspects of development of primary school pupils’ national identity in the context of the changing educational paradigm, the problem of primary school teachers’ readiness to develop national identity of pupils has been actualised. Assessing the actual situation at school, researching and disclosing the peculiarities of education (learning) of national self-consciousness, I. Čepienė argues that the objectives for the formation of national and civic self-consciousness, specified in the documents for schools, are realised ineffectively in the educational process of school (Čepienė, 2001). In the opinion of the author of the paper, one of the reasons for this could be a decreasing attention on the development of national identity when training teachers in the study process of higher education institutions. It was found that after Lithuania has regained its independence and with the disappearance of an obvious, aggressively expressed risk to our nationality, the attitudes of higher education institutions regarding the issue of significance of national identity development are declining, moving from the classical educational paradigm towards the free educational paradigm, with a tendency to give the value to other things. Therefore, the second objective of the paper, which aims at the overview of the issues of readiness of primary school teachers to develop national identity, disclosed the relevance and problems of the issue.This shows that Lithuania lacks a forward-looking, comprehensive policy of national identity. In addition, the historical overview of teacher training gives ideas for creating recommendations regarding the contemporary readiness of teachers to develop national identity of pupils. The derived insights allow the formulation of certain recommendations. Recommendations for higher education institutions: • Based on the modern competence-oriented study programmes and the principles of their design, to prepare special study subjects on national identity development, with a special emphasis on the development of the ethno-cultural competence of pupils. • Higher education institutions should create and maintain partnership-based relationships with various cultural and educational institutions, and create conditions and environments for students – future teachers – for successful development of their cultural competences. Recommendations for continuing teacher training institutions: • The paper actualises the necessity and importance of teachers’ continuous enhancement of national identity development skills. The enhancement of such skills of teachers may become one of the main aspects of the futureoriented policy of national identity. [From the publication]

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