Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/117666
Type of publication: master thesis
Field of Science: Edukologija / Education (S007)
Author(s): Autukevičienė, Birutė
Supervisor: Monkevičienė, Ona
Title: Studento praktikanto ir pradedančio dirbti pedagogo saviugdos ypatumai
Other Title: Student and young teacher self-training peculiarities
Extent: 137 p.
Date: 20-Jun-2006
Keywords: experiential learning;self-training;patirtinis mokymasis;saviugda;competence;kompetencija
Abstract: The formation of new media society demands significant changes in the whole educational system. A teacher is the most important participant in this system. So, the development of his/her professional competence is essential in the context of volatile society. In the world of the progressing science and developing technologies the role of the work performed by man changes, which demands more and more knowledge and competence. The number of people striving for self-training is constantly increasing. This paper analyzes self-training peculiarities of young teachers and students, their abilities of learning from their experience. Self-training is a conscious self-controlled process of perception directed towards the improvement of personal intellectual, moral and professional abilities. The data of the research show that the respondents apprehend self-training differently. Some consider it as their personal improvement, the others as their professional or social one. Part of them thinks that self-training is self-education, i.e. formal learning or studying literature. This leads to the conclusion that young teachers and students lack deep and consistent comprehension of the concept of self-training. Observing and analyzing the data I came to the conclusion that the respondents together with children, colleagues, administration and mentors improve their professional competence while reflecting, generalizing and creating new insight. The reflective observation of the experience is applied to their practical activities as an opportunity to foresee the future strategies of their activity. This process is permanent and continuous. The experience is transformed into new knowledge. New experience and its analysis enable young teachers to solve their problems and find new and more acceptable ways of their solutions. This fact is proved by the research based on D. A. Kolb’s experiential learning. Career is a lifelong process which demands professional and personal development as well as the accordance with social and individual needs. In the changeable modern world a person should be able to plan, organize, manage and control his/her career effectively. In conclusion, we can state that most of the respondents are able to foresee the prospects of their professional and personal activity. Young teachers and students pay appropriate attention to their professional and personal improvement. They can plan and implement their careers’ projects.
Internet: https://hdl.handle.net/20.500.12259/117666
Appears in Collections:VDU, ASU ir LEU iki / until 2018

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