Netradicinių ugdymo formų taikymas verslumui ugdyti technologijų pamokose

Abstract

The content and context of technological education form favorable conditions to develop and reveal learner's self-expression, to create and foster students' group and individual responsibility, their autonomy in practical activities, i. e. to educate entrepreneurship. As one of non-traditional educational forms, coaching based on the social constructivism learning theory and humanistic philosophy ideas is widely discussed recently in Lithuania. The content of education based on these ideas is concentrated to the education of individual's value system, of basic competencies that are necessary for living in the modern society. Seeking to help an individual to reveal and acknowledge oneself, MBTI (.Myers-Briggs Type Indicator) psychometric instrument that is designed to measure psychological preferences in how people perceive the world and make decisions is also widely used. These non-traditional forms of education are widely discussed in management and psychology literature; however, examples of its application in educational practice were not found. Students' attitude towards the effectiveness of using coaching and MBTI (.Myers-Briggs Type Indicator) in order to educate entrepreneurship during technology lessons is revealed. 360 pupils from 14 Lithuanian gymnasiums participated in the research: 65 percent of 3rd form and 35 percent of 4th form pupils. The data of the research revealed essential changes that took place in the process of technological education while using non-traditional educational forms: the change of atmosphere in technology lessons, development of autonomy, individualization of technological content, gaining planning skills, promoting to search and implement ideas, gaining team-work skills, changing teacher's role, personal changes (self-cognition, responsibility) and gaining knowledge.