Užsienio kalbų pedagogikos studentų požiūrių kaita vertinant kompetentingo pedagogo savybes
| Author |
|---|
Kuitienė, Nina |
| Date | Volume | Start Page | End Page |
|---|---|---|---|
2005 | 76 | 39 | 44 |
Straipsnyje nagrinėjama pedagogo kompetencijos problema: aptariama profesinės kompetencijos ir kvalifikacijos samprata, pateikiamos tyrimu nustatytos būsimų užsienio kalbų pedagogų profesinės kompetencijos, susijusios ne tik su pedagogo asmenybės savybėmis, bet ir su pedagogo profesine kvalifikacija. Taip pat įrodoma, kad užsienio kalbų pedagogo kompetencijos formavimas - svarbiausias pedagogo profesinio rengimo tikslas. Būsimų užsienio kalbų pedagogų profesinę kompetenciją sudaro trys dalys: dalykinė kompetencija, metodinė kompetencija, bendroji mokytojo kompetencija.
The article introduces professional competences of foreign language teachers, which are closely related to both personal qualities of teachers and spheres of their professional activities.The data for analyses were received having questioned the students of foreign language pedagogy of Kėdainiai Jonušas Radvila College. The first research was carried out in March, 2002, the second - in March, 2004. 1 he same students took part in the second investigation. In order to define changes in the viewpoint of foreign language pedagogy students’, an anonymous questionnaire was made. The respondents were asked to mark the level of importance of every feature given (there were 25 of them), i.e. whether it is very important, important, they don’t know, unimportant, or completely unimportant. Having analysed the data received during the research, the conclusion can be drawn that while marking features of a competent teacher second-year students assessed them from the viewpoint of a pupil, whereas in two years their opinion changed. This was conditioned by the fact that by that time they had had two practice sessions at schools and deeper understood the problems of education and teaching techniques, i.e. they got a closer acquaintance with the specifics of the teacher’s job. The research confirmed the hypothesis that formation of a foreign language teachers' competence is the basic aim in their professional training. The future foreign language teachers’ professional competence consists of such three spheres: subject competence, methodological competence and general teacher’s competence. Holistic competence, becoming the main objective of higher education, comprises not only the knowledge and skills that make up the basic of the acquired qualification but also the unity of views and personal qualities. 1 herefore an important role is given to teachers' humanistic qualities and their development.