Mokymosi iš patirties situacijų kūrimas naudojant elektroninį dienoraštį
| Date | Issue | Start Page | End Page |
|---|---|---|---|
2009 | 18 | 112 | 128 |
Straipsnyje atskleidžiamos elektroninio dienoraščio, kaip edukaciniŲ priemoniŲ sistemos, naudojimo galimybės kuriant mokymosi iš patirties situacijas profesinėse studijose. Atlikta literatėros analizė išryškino teorines mokymosi iš patirties prielaidas ir leido sukurti teorinį mokymosi iš patirties situacijŲ modelį, numatantį nuoseklaus perėjimo nuo praktinės patirties prie sąmoningos veiklos perspektyvą ir sistemą, kai kiekvienas naujas mokymo(-si) žingsnis praplečia ir papildo prieš tai sukauptą patyrimą. Siekiant realizuoti teoriniame modelyje išryškintus struktėrinius komponentus, naudojamos IT teikiamos galimybės. Pristatomas sukurtas elektroninis dienoraštis, kaip edukaciniŲ priemoniŲ sistema, skirta sistemingam konkrečiŲ praktinės veiklos situacijŲ fiksavimui, refleksyviam stebėjimui ir analizei. Elektroninio dienoraščio naudojimo patirtis profesinėse studijose išryškino šios priemoniŲ sistemos privalumus ir trėkumus, panaudojimo konsultacinei pagalbai ir pradedančiojo pedagogo veiklos stebėsenai organizuoti galimybes.
Teacher training and the improvement of their qualification is one of the key priorities of the educational reform in Lithuania. Mitkiene (2006) argues that teacher training is a life long learning process where professional development starts while studying and preparing to become a teacher.The first years working at school is one of the most important phases of teacher training. The future professional pedagogical career and decisions related with it depend on this phase. There are many researches proving that the first working years are critical for teachers and that their future career and quality of work might be influenced by this first experience (Monkevičienė, Autukevičienė, 2008; Ladišienė, Monkevičienė, 2007; Martišauskiene, 2007). The period during which a young person becomes a responsible teacher is often marked with new experiences and challenges. Thus there is always a dilemma as how to organize the learning/teaching process so that young teachers were ready for those forthcoming challenges and independent work when starting to teach at school. In Lithuania the model of theory related to practice (Padarauskienė, 2008), which emphasizes the importance of pedagogical practice, is applied for the preparation of teachers.The main purpose of the pedagogical practice is to help the future teacher to gain the necessary professional pedagogical competences and experience. Pedagogical practice within the project "Choose to Teach!" was very specific for the project participants as their studies at university coincided with their first working years at school. Therefore in this situation a new approach to learning had to be taken. Application of learning from experience principles within a particular professional environment became important thus allowing to ensure the diverse needs of learners and refusing the abstract and hardly practice-related transfer of knowledge and skills. [...]