Pedagoginė praktika kaip svarbus pedagogų rengimo veiksnys

Bankauskienė, Nijolė; Masaitytė, Ramunė

doi:10.15181/andragogy.v6i0.1220

Cited by 2 publications

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“…Mūsų atliktas tyrimas parodė, kad būsimieji pedagogai praktiką vertina kaip galimybę įgyti naujų žinių, o jau turimas žinias -pritaikyti praktiškai. Tai patvirtina ir kitų autorių atlikti tyrimai (Bankauskienė, Masaitytė, 2015;Lamanauskas ir kt., 2014;Ponelienė, Kovienė, 2015).…”

Section: Diskusijaunclassified

Reflections of Students' Pedagogical Internship in Primary School: The Context of Improving Pedagogical Internship

Bakutytė

2020

SPVK/EPMQ

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First cycle students’ pedagogical internship in primary school helps to improve the preparation of future pedagogues – teachers, social pedagogues, organisers of extracurricular activities. Three cycles reflecting a consistent change of roles of students who do pedagogical internship are distinguished in the model of pedagogical internship of Šiauliai University – from the observer, or pedagogue assistant under the supervision of mentor and the head of internship, to independent teacher. Pedagogical internship is not only a part of the study process, but also the factor encouraging the professional progress of a student and school where s/he is appointed for internship to and the higher school preparing the future pedagogue. Following internship, students are prompted to reflect their experience, notice its negative and positive sides, successes and failures they faced, reconsider acquired competences and foresee the ways of their professional improvement. The aim of the research is to reveal the experiences and insights of first cycle students of Šiauliai University who did a pedagogical internship in primary school that are significant for improvement of internship arrangement. The written reflection method was applied to reach the aim and collect the research data. Empirical data are analysed in the way of content analysis. The experiences and insights of first cycle students of Šiauliai University, who did a pedagogical internship in primary school, significant for improvement of pedagogical internship implementation are analysed at the time of the study. It is established that students apply their theoretical knowledge in practice during their pedagogical internship, elucidate the expediency of their profession choice and motivation for pedagogical activity. The advantages and the aspects of the pedagogical internship in primary school to be improved are revealed. Keywords: choice of profession, experience reflection, internship improvement, pedagogical internship.

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Section: Diskusijaunclassified

Reflections of Students' Pedagogical Internship in Primary School: The Context of Improving Pedagogical Internship

Bakutytė

2020

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“…Kaip teisingai pastebi tyrėjai, šiandieninis pedagogas aktyvus pedagoginio bendravimo ir bendradarbiavimo dalyvis (Rustamov, 2012). Pedagoginės praktikos metu ne tik įgyjama mokytojavimo patirties, bet ir išmokstama bendrauti ir bendradarbiauti su ugdytiniais, jų tėvais (globėjais) ir kolegomis pedagogais (Bankauskienė, Masaitytė, 2015).…”

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Pedagoginės Praktikos Gerinimas: Kai Kurie Aspektai [Improvement of Pedagogical Internship: Some Aspects]

Lamanauskas

2016

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Future teacher preparation remains a meaningful field of every country and Lithuania as well. Pedagogical internship, undoubtedly, remains a very significant element of pedagogical study structure and process. Competence, practical experience acquisition, personal improvement and all-round knowledge of educational institution are considered the most important advantages of the internship. This is not only a certain future teacher’s self-examination in a real educational environment, but also a proper way to improve. On the other hand, internship organisation is not appropriate enough. A few very important things are obvious: a short pedagogical internship time, coherence with the studies at university, and not sufficiently purposefully defined internship activities (content aspect). Mentors’ work should be improved; however, this is not treated as a very important drawback. Also, two improvement spheres have been exposed: internship content/programme improvement (to concretise, optimise, and more clearly regulate the activities) and strengthening interaction effectiveness between university and basic internship schools. Pedagogical internship effectiveness (from the point of view of pedagogical ability consolidation, improvement) remains undoubted. On the other hand, certain requirements should be raised for the institution, in which students would like and could perform pedagogical internship. Educational institution’s democracy and openness, technological supply, ecological friendliness/suitability are considered the most essential requirements. The existing pedagogical internship model in Lithuania has to be improved in two main directions – process (internship length increasing, guaranteeing the acquaintance with the variety of pedagogical institutions, interaction with the internship leaders and mentors improvement) and content (activity optimisation, innovativeness, variety increase) improvement. Key words: qualitative research, pedagogical internship, pre-service teachers, university students.

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Pedagoginė praktika kaip svarbus pedagogų rengimo veiksnys

Cited by 2 publications

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Reflections of Students' Pedagogical Internship in Primary School: The Context of Improving Pedagogical Internship

Reflections of Students' Pedagogical Internship in Primary School: The Context of Improving Pedagogical Internship

Pedagoginės Praktikos Gerinimas: Kai Kurie Aspektai [Improvement of Pedagogical Internship: Some Aspects]

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