The structure of competences of pedagogue in the stage of primary teaching (comparative analysis) The goal of research: to prove the structure of competences of pedagogue in the stage of primary teaching theoretically and empirically. The objectives of repair research: 1. To reveal the conception of competence and discuss them various models of it suggested in scientific literature. 2. To analyse the kinds of professional competences. 3. To compare the models of competences and the educational programs of different countries in respect of professional competences. 4. To reseach teachers competences and their attitude to ward competences. The methods of research: 1. The analysis of scientific literature. 2. The analysis of documents. 3. Questionnaires. 4. Quantitative and qualitative analysis of questionnaires. Having analysed scientific literature the following four models of competences were distinquished: basic, semantic, pedagogic and humanistic. Having analysed scientific literature the following five kinds of competences were singled out: common cultural, general pedagogic, informative, social, communicative. In the period of research it was desired to clear up the teachers opinion of competences and available competences of teachers themselves. The teachers describe the conception of competence as seeking for innovation, its application and teaching ability. According to teachers the pedagogue of the first stage must have the following competences: general... [to full text]

Šiuolaikiniam pasauliui įžengus į žinių amžių kiekvienas žmogus susiduria su vis naujomis, greitai besikeičiančiomis situacijomis, reikalaujančiomis greito ir efektyvaus sprendimo priėmimo. Nauja mūsų laikų valiuta tampa ne gamybinis meistriškumas, o informacija ir mokėjimas tinkamai ja pasinaudoti. Pastaroji situacija tapo aktuali dėl nuolat tobulėjančių informacinių technologijų, kurios siūlo naujus problemų sprendimo būdus, lemia naują ugdymo turinį, atveria naujus mokymo ir mokymosi metodus. Moderniu tampa ne tik ugdymas, bet ir įmonių valdymas, kuris glaudžiai siejasi su šiuolaikinėmis informacinėmis komunikacinėmis technologijomis. Efektyvus jų pritaikomumas edukacinėje ir vadybinėje veikloje priklauso nuo vadovo ir pedagogo informacinės komunikacinės kompetencijos. Suvokiant, kad viena svarbiausių šiuolaikinių vadovo ir pedagogo charakteristikų tampa gebėjimas efektyviai pritaikyti informacines komunikacines technologijas (IKT) praktinėje veikloje, buvo suformuluota tyrimo problema: kokios yra bendrojo lavinimo mokyklų vadovų ir pedagogų informacinės komunikacinės kompetencijos. Norint ištirti šią problemą buvo atliktas bendrojo lavinimo mokyklų vadovų ir pedagogų informacinių komunikacinių kompetencijų tyrimas, kurio tikslas – ištirti bendrojo lavinimo mokyklų vadovų ir pedagogų informacines komunikacines kompetencijas bei numatyti jų tobulinimo galimybes. Atlikus šį tyrimą buvo suformuluotos išvados, kuriuose teigiama, kad mokyklų vadovų informacinė komunikacinė... [toliau žr. visą tekstą] / As the modern world has stepped into a new age, each individual encounters still new, fast changing situations that require a fast and efficient decision making. Not an industrial mastership, but information and command in adequate benefiting from it becomes a new currency in our time. The latter situation has become an urgent one due to constantly improving information technologies that offer new ways of problem solution, determine new contents of education, open new training and learning methods. Not only education, but also enterprise management, which closely relates to the state-of-art information communication technologies, becomes up-to-date. Their efficient adaptation in educational and managerial activities depends upon information communication competence of a manager and teacher. Perceiving that one of the most important characteristics of a modern manager and teacher becomes the ability to efficiently adapt information communication technologies (ICT) in practice, the research problem has been formulated: what are the information communication competencies of managers and teachers of comprehensive schools. In order to examine this problem, a research on competencies of the managers and teachers of comprehensive schools has been conducted, the purpose of which is to examine competencies of managers and teachers of comprehensive schools and to envisage the possibilities for their improvement. Having conducted the aforementioned research, the conclusions have been... [to full text]