Pedagoginės praktikos Lietuvos muzikos ir teatro akademijoje realijos ir tobulinimo galimybės
LTStraipsnyje analizuojamos LMTA vykdomos dalyko pedagoginės praktikos realijos ir perspektyvos, praktiką atliekančių studentų ir praktikai vadovaujančių dėstytojų (praktikos vadovų) požiūris. Remiantis studentų interviu rezultatais, siekiama atskleisti, kaip studentai vertina pedagoginės praktikos užsiėmimų naudą, ką norėtų tobulinti, keisti praktikos organizavime ir jos vykdyme, praktikos vadovų interviu rezultatais – išryškinti stipriąsias ir silpnąsias pedagoginės praktikos puses aptariant praktikos organizavimo, dalyko turinio, ugdymo proceso dalyvių sąveikos, studentų profesinių perspektyvų ir kt. aspektus. Kokybinis tyrimas atskleidė pedagoginės praktikos reikšmingumą ruošiant studentus būsimai pedagoginei veiklai, išryškino LMTA atliekamos pedagoginės praktikos privalumus ir trūkumus, nurodė būdus, kaip galėtų būti patobulintas praktikos organizavimas bei praktikos vadovų veikla. [Iš leidinio]Reikšminiai žodžiai: LMTA; Pedagoginė praktika; Praktikos vadovų požiūris; Studentų požiūris; Students approach to teaching practice; Students' approach to teaching practice; Supervisors approach to teaching practice; Supervisors' approach to teaching practice; Teaching practice at the LAMT.
ENThe article presents the results of the qualitative study that show the realities of the teaching practice conducted at the Lithuanian Academy of Music and Theatre (LAMT), i.e., the strengths and the areas that should be corrected are summarised from the standpoint of students who undergo the teaching practice, and from the standpoint of teachers who supervise the teaching practice. The strengths of the teaching practice revealed that the opinions of students and teaching practice supervisors are similar, i.e., teaching practice at the LAMT is valued for the opportunity to get to know the specific character of teaching, to test yourself and to improve your skills by actually working with pupils from music schools. During interviews students emphasised that they appreciated the opportunity provided by the higher education institution to consolidate and apply their pedagogical knowledge, to find out what knowledge they still lack and to develop new competencies. Pedagogical practice at the LAMT partially meets the expectations of students; however, there are areas that should be corrected. The results of interviews revealed that students did not accord greater importance to the observational practice and suggested that it should be replaced with an active practice that encouraged one to take responsibility for the activities performed. It was pointed out that one of the aspects that should be corrected was the cooperation between students and supervisors, which was said to often lack explicit feedback. The results of in-depth interviews of teaching practice supervisors revealed that a smooth organisation and performance of the teaching practice at the LAMT was often prevented by conflicting approaches taken by the participants of the educational process and caused by the times, and sometimes by certain personal and human qualities of students, such as the lack of empathy, creativity or discipline. [From the publication]
