Dėstytojo vaidmuo į studentą orientuotose studijose

LTStraipsnyje analizuojama perėjimo į studentą orientuotų studijų patirtis ir iššūkiai. Atlikus Bolonijos proceso dokumentų ir mokslinės literatūros analizę, taikant loginį indukcinį metodą, išgryninti esminiai kriterijai, kuriais remiantis galima vertinti dėstytojo vaidmenį į studentą orientuotose studijose. Tyrimo rezultatai atskleidė, kad dėstytojo vaidmuo siekiant užtikrinti aukštojo mokslo studijų kokybę yra reikšmingas, nes mokymo(-si) paradigmų kaita atveria galimybę dėstytojui keisti darbo stilių, nuolat tobulėti, bet pareikalauja didesnių laiko sąnaudų. [Iš leidinio]Reikšminiai žodžiai: Dėstytojo vaidmuo; Kreditas; Studijų rezultatai; Į studentą orientuotos studijos; Credit; Role of the teacher; Study results; The student-oriented studies.

ENMany researchers and practitioners have already begun to discuss the diversity of opinions regarding what constitutes an SC approach. Whilst there is a broad consistency in general opinion, there are also growing concerns regarding the apparent misinterpretation of the “ingredients” of SCL and what SCL actually looks like in practice. A student-centred classroom is not a place where students decide what they want to learn and what they want to do. It is a place where we consider the needs of the students, as group and as individuals, and encourage them to participate in the learning process all the time (Jones, 2007). It is noted that after the analysis of Bologna process documents and scientific literature, using a logical inductive method to purify the essential criteria, which makes it possible to assess the role of teacher to student oriented approach. The results revealed that the role of the teacher in order to ensure the quality of higher education is significant because the training (learning) paradigm shift opens up the possibility of the teacher to change the style of work, continuous improvement, however, and require a larger time-consuming. The purpose of the article analyzes the transition to student-oriented learning experiences and challenges. Methods: literature and document analysis and synthesis, analysis of legal documents, comparative, logical and inductive generalization methods. Results. The research describes the most frequent types of student-centred learning such as problem-based learning, project-led education, learning contracts, flexible learning, inquiry learning, just-in-time checking and personalized learning. Сonclusions. This research presents opinions of relevant authors on the contemporary student-centred learning and enables an insight into the practice of lecturers. It shows that SCL has got its place in European universities however several of its aspects should be developed further. [From the publication]

• Vadyba / Management
• Edukologija / Education