Universiteto dėstytojų didaktinė veikla: reali praktika, problemos, poreikiai

Andriekienė

Nugaras

2018

SIE

Self Cite

This article presents a study, an analysis of teachers’ and students’ attitude toward the concept of a learning environment, elements of the development of it, the accountability for creating a supportive learning environment, by revealing an educational effect of it on student relationships and on outcomes of studies and learning. The research is aimed to answer the main problematic question: how do teachers and students perceive a learning environment, its elements, the creation, accountability for a supportive learning environment, what kind of educational effect may it have? The article consists of an introduction, study design, research results, conclusions, and references. The empirical study shows that teachers and students have quite a clear understanding of the concept of a learning environment, however, both groups under study (teachers and students) construe various learning environments, elements of their creation, accountability of actors for creating and maintaining the environments in a different way. In spite of some differences in attitudes of teachers and students, both groups of respondents acknowledge the fact that a learning environment has an educational effect on interrelationships of students, outcomes of learning and studies. It has to be assumed that observations made in this research can be used in the teaching practice so as to better understand contemporary students, relationships between teachers and students, as well as the formation of students’ positive attitudes toward learning activities and communication.

Section: The Attitude Of Teachers and Students Toward The Elements Ofmentioning

confidence: 99%

A Supportive Learning Environment, the Creation of It as an Educational Factor: An Analysis of Teachers’ and Students’ Attitude

Andriekienė

Nugaras

2018

SIE

Self Cite

“…Conceptualisation of didactic practices refers to a lecturer's experience, performance representations (Jatkauskienė et al, 2014). And this is really important for professional development of lecturers, for emergence and growth of a "hard core" of their didactic skills.…”

Section: Essence Of Studies In Conceptualisation Of Didactic Practices and Contribution To Professionalisationmentioning

confidence: 99%

Conceptualisation of Academic Staff’s Didactic Practices in the Context of Professionalisation

Acienė

2017

SIE

Self Cite

The article presents a theoretical discourse of academic staff’s didactic practices with a particular emphasis on importance of conceptualisation of their didactic practices in the professionalisation context. The authors analyse the essence of didactic practice conceptualisation studies and their contribution to the professionalisation process, disclose the interrelations of conceptualisation of didactic practices and lecturers’ professional behaviour, their role-playing and models of didactic practices, that are oriented to the study process organisation, planning programmes, modules and classes, a search of information transmittal forms, the use of advanced teaching methods, as well as student counselling and communication. On the basis of the didactic practice conceptualisation studies, the authors argue that the analysis of conceptualisation of lecturers’ didactic practices and their professional behaviour (performance models, roles) can be helpful in adding missing elements to the professionalisation of academic staff and suggest strategies for professional development.

“…One of the fundamental areas of university lecturing staff's activities is providing support/assistance for learning students (Jatkauskienė et al, 2013). A lecturer may be describes as a person-source, an expert, a consultant, or a social intermediary between a learning student and new knowledge, abilities and skills pursued by him/her (Reffay & Chanier, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…); perspective of an actor that receives support/assistance (e.g., a learning student); a type of support/assistance: proactive, reactive, and contextual. Proactive help presumes support/assistance provided at a lecturer's initiative; reactive help manifests as a lecturer's response to a request for assistance; contextual help is expressed depending on an actual context or situation (Jatkauskienė, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Higher Education Lecturers’ Support/Assistance in Student Learning: Study Case of Lithuanian Higher Schools

Nugaras

2017

SIE

This article analyses a number of aspects of lecturers’ support/assistance in student learning. Empirical study reveals support/assistance, provided by lecturers, that is focused on: development of interpersonal relationships, informing, facilitation of learning/studies, regulation of relations, modelling of learning/study activities and behaviour, a vision of student learning, student activities. The above listed aspects of support/assistance might serve as a particular performance indicator for some of lecturers in this field, so as to provide a real and effective help and assure a quality of learning and studies.