| Abstract: | The change of teacher's role in society and new roles in educational process in the context of learning paradigm is stipulated by changed standpoint of the nature of learning as well as national educational aims. Lithuania is becoming a part of global economy, common information, technological and cultural space which is rapidly joining into Western democratic world undertaking common responsibility for preserving its value, development of traditions and renewal. The analysis of scientific literature allows to claim that in order to enable teachers to develop the competence of organization of the learning process, not only concrete demands have to be be made but also conditions to renew and develop their competence have to be created, giving particular attention to development of organization, planning, realization or didactic competence. Therefore it is of the utmost importance to research currently prevalent level of competence of teachers learning organization so that it would be possible to purposefully plan the actions of the development of their didactic competence. The quality of upbringing (education) as well as organization of learning process is determined by teacher's knowledge, skills, value of regulations, whereas qualification category is merely formal acknowledgement. Unfortunately, by far namely the competence of organization of learning process, the procedures justifying its acquiring and psychological characteristics of the teachers influencing the optimization of these procedures haven't been systematically investigated. Accepted political solutions of education and activities of management accompanying them oblige teachers to the act of converting of educational paradigm from teaching to learning. Obviously, in that case the expression of competence of organization of teacher learning process in educational practice is becoming an exceptionally urgent task. An existing scientific problem may be described by asking such problematic questions: how is teacher's competence displayed while organising the learning process in a secondary school and what are characteristic features of expression of teacher's competence in educational practice? Objective of the reseach is to theoretically and empirically ground teacher's competence while organising teaching/learning process in the lesson. Object of the research is pecularities of expression of teacher's competence organising learning in the lesson. Methods of the research are the following: analysis of scientific literature and documents, written questionnaire, mathematical statistics methods. The results of the research have shown that the quality of the lesson is determined by purposeful application of active teaching and learning methods in the learning process. After starting to learn actively, the standpoint to learning of majority of participating schoolchildren changed as the lessons became more interesting and active participation helps better comprehend teaching material. * Planning and reflection of learning is of great significance for the development of learning process. * The results of the research have revealed that active planning which was carried out in two directions, i.e. by foreseeing purposeful use of learning methods and verbal encouragement, had a positive impact on learners' activity in the lessons. * Significant importance of interest to actively participate in the lesson has been established. If the learner becomes attracted by the activity, the teacher has no need to additionally encourage or make him learn. The learner can successfully implement it being led by inner motyves and stimulus. Key words: Teacher's competence, teaching process, organizing.
The change of teacher's role in society and new roles in educational process in the context of learning paradigm is stipulated by changed standpoint of the nature of learning as well as national educational aims. Lithuania is becoming a part of global economy, common information, technological and cultural space which is rapidly joining into Western democratic world undertaking common responsibility for preserving its value, development of traditions and renewal. The analysis of scientific literature allows to claim that in order to enable teachers to develop the competence of organization of the learning process, not only concrete demands have to be be made but also conditions to renew and develop their competence have to be created, giving particular attention to development of organization, planning, realization or didactic competence. Therefore it is of the utmost importance to research currently prevalent level of competence of teachers learning organization so that it would be possible to purposefully plan the actions of the development of their didactic competence. The quality of upbringing (education) as well as organization of learning process is determined by teacher's knowledge, skills, value of regulations, whereas qualification category is merely formal acknowledgement. Unfortunately, by far namely the competence of organization of learning process, the procedures justifying its acquiring and psychological characteristics of the teachers influencing the optimization of these procedures haven't been systematically investigated. Accepted political solutions of education and activities of management accompanying them oblige teachers to the act of converting of educational paradigm from teaching to learning. Obviously, in that case the expression of competence of organization of teacher learning process in educational practice is becoming an exceptionally urgent task. An existing scientific problem may be described by asking such problematic questions: how is teacher's competence displayed while organising the learning process in a secondary school and what are characteristic features of expression of teacher's competence in educational practice? Objective of the reseach is to theoretically and empirically ground teacher's competence while organising teaching/learning process in the lesson. Object of the research is pecularities of expression of teacher's competence organising learning in the lesson. Methods of the research are the following: analysis of scientific literature and documents, written questionnaire, mathematical statistics methods. The results of the research have shown that the quality of the lesson is determined by purposeful application of active teaching and learning methods in the learning process. After starting to learn actively, the standpoint to learning of majority of participating schoolchildren changed as the lessons became more interesting and active participation helps better comprehend teaching material. * Planning and reflection of learning is of great significance for the development of learning process. * The results of the research have revealed that active planning which was carried out in two directions, i.e. by foreseeing purposeful use of learning methods and verbal encouragement, had a positive impact on learners' activity in the lessons. * Significant importance of interest to actively participate in the lesson has been established. If the learner becomes attracted by the activity, the teacher has no need to additionally encourage or make him learn. The learner can successfully implement it being led by inner motyves and stimulus. Key words: Teacher's competence, teaching process, organizing. |
