Praktikos dalyvių bendradarbiavimo galimybių analizė siekiant kokybiškos pedagoginės praktikos: Kokybės dienų Šiaulių universitete atvejis

LTStraipsnyje aktualizuojama pedagoginė praktika, kaip svarbi studijų dalis pedagogus rengiančiose programose, lemianti pedagogui būtinų kompetencijų išsiugdymą. Atsižvelgiant į pedagoginės praktikos specifiškumą, akcentuojamas visų jos dalyvių bendradarbiavimo būtinumas ir šio proceso valdymas remiantis teorinėmis nuostatomis ir Šiaulių universiteto pedagoginės praktikos organizavimo patirtimi. Straipsnyje apibendrinami ir analizuojami Edukologijos fakultete Kokybės dienų renginių, kaip atvejo, dalyvaujant visiems praktikos dalyviams, rezultatai, išryškinantys pedagoginės praktikos probleminius aspektus. Aptartas atvejis sudaro galimybę modeliuoti praktikos tobulinimo procesą ir siekti aukštesnės jo kokybės. [Iš leidinio]Reikšminiai žodžiai: Kokybė; Kokybės dienos; Pedagoginė praktika; Praktikos dalyvių bendradarbiavimas; Cooperation between practice participants; Cooperation between teaching practice participants; Pedagogical practice; Quality; Quality days; Teaching practice.

ENIn our competitive society, special attention is paid to competence development. Teaching practice is a relevant issue for teacher training programmes since it is an important part of the study process aimed at skills development.Teaching practice is organised in accordance with the procedure laid down in the Teacher Training Regulation. The document emphaises that the quality of teaching practice depends on cooperation between all teaching practice participants therefore it is important to find ways and means how to strengthen it. The paper deals with teaching practice issues and cooperation between teaching practice participants, Quality Days annually held at Šiauliai University since 2011 are discussed. Quality Days organised by the Faculty of Education in 2014 and 2015 focused on teaching practice issues. The opinions of practice participants (students, tutors, mentors, school heads) about teaching practice were collected, analysed and discussed with the aim to ensure its quality. After teaching practice in semesters 2 and 3 students, tutors, mentors were asked to write reflective reports and fill in a questionnaire designed by Šiauliai University and Lithuanian University of Educational Sciences. Its open-ended questions included questions on teaching practice timing, mentor selection, their motivation, student assessment, etc. The material obtained was analysed and discussed with all stakeholders. The following was found: the aims of teaching practice should be clearly described, student assessment criteria should be more objective, student-mentor-tutor communication and cooperation should be improved, teaching practice and its results should be discussed in schools. Quality Days is an important event in pursuit of pedagogical practice quality and promotes cooperation between practice participants. [From the publication]