Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/96671
Type of publication: research article
Type of publication (PDB): Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Edukologija / Education (S007)
Author(s): Survutaitė, Dalia;Vaičekauskienė, Snieguolė
Title: 2011–2012 mokslo metais stebėtų istorijos pamokų kokybės apžvalga
Other Title: Review of history lessons during 2011–2012 academic year by the external assessors
Is part of: Pedagogika : mokslo darbai. , [T.] 107 (2012)
Extent: p. 74-81
Date: 2012
Keywords: Istorijos pamoka;Mokymas;Mokymasis;Vertinimas;Pagalba mokiniams;Klasės valdymas;Pasiekimai pamokoje;Lesson;Teaching;Learning;Assessment educating;Student learning support;Class management;Achievements
Abstract: Recently a lot of attention has been paid to the search of education innovation and modernization. However in the educational environment empirical data analysis and evaluation of subjects of general education of educational practice are rarely found. This article analyzes quality characteristics of history lessons for years 5–12 in the educational practice, reports of external evaluation of the quality of the activities of country’s different general education schools were used. Data interpretation is based on the constructivist and humanist attitudes as well as socio-cultural approach to the educational context. The following research methods were applied in the article – selection, analysis, evaluation of standard documents regulating pedagogy, management literature and educational system as well as archival documents of National Agency for the Evaluation of schools about the external evaluation carried out in schools. Statements describing strong and development requiring activities were classified according to the separate class groups and eight aspects of protocol [3] structure of lesson observation (the following aspects were observed during the lesson: lesson planning and organization, quality of teaching, learning, student learning support, assessment educating, relationships (order and class management), education environment (use of tools, materials, resources and various instrument) and students’ achievements). Qualitative features of 308 history lesson monitored during 2011–2012 school year were analyzed. The study shows that Lithuanian general education schools are still dominated by teaching paradigm – the teacher is the most active person in the lesson. Having analyzed process management of teaching/learning in history lessons, satisfactory assessment is given – chosen curriculum and methods do always determine the education of suitable students’ competences, good learning achievements and progress
Internet: https://hdl.handle.net/20.500.12259/96671
Affiliation(s): Vytauto Didžiojo universitetas
Švietimo akademija
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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