Pedagogų mokėjimo mokytis kompetencija andragoginės sąveikos ir besimokančiųjų tipų aspektu

Abstract

In modern society, educators are required to respond to the most important issues of education change as well as interests of society and personality. In other words, teachers need to learn constantly, update their knowledge and acquire new skills. Thus, the teacher’s learning to learn competence, which is a topical issue today, was chosen as the object of the analysis in this study. A quantitative study was conducted in 2016 within the institutions of general, pre-school and pre-primary education in Vilkaviškis district, with 300 educators, and was aimed to answer the questions about how educators are dependent on their teachers (andragogues) and how teachers evaluate the components of learning to learn competence. Non-parametric statistical data analysis has not confirmed the hypothesis that educators are moderately dependent on andragogues in the learning process (the vast majority of them are independent) and partly confirmed the hypothesis about the expression of components of learning to learn competence: the most expressed component was the perception of learning significance, the least – component of learning goals. The other components of teachers’ competence in learning to learn are as follows: the higher is the teacher’s qualification, the more emphasis is placed on learning; when setting learning goals, educators are not in favor of pressure, but they are hesitant about incentives; it is important for educators to know that the knowledge will be needed – then they learn; teachers of different subjects set uneven learning goals; the vast majority of respondents see self-assessment of the learning as an intensive reflection of the learning process; respondents pay great attention to the component of metacognitive analysis: almost all them question their knowledge and look for coherence.