Pedagogues’ attitude to the use of teaching/learning methods in requalification studies

    Research output: Contribution to journalArticle

    Abstract

    In order to keep pedagogues up-to-date with the challenges imposed to the knowledge-based society it is necessary to ensure consistent, high quality and continuous professional development process. One of the possible qualification development areas is requalification studies. Pedagogues’ motivation to participate in this activity is related to the necessity to acquire professional qualification, and willingness to learn and grow. The content of this qualification form and forms of its submission are especially important in training professionals according to the current requirements for teachers. Of course, there are no perfect teaching and learning methods indicating what should be done in specific cases, since every teaching situation has its own particular nature; and pedagogues/andragogues are responsible for the selection and implementation of the content and form of teaching. The article is aimed to evaluate the opinion of pedagogues on teaching/learning methods used in requalification studies and on their effectiveness. In order to realise the defined goals, empirical research was carried out with a total amount of 452 pedagogues (81 percent of general population) who’ve been attending requalification studies in 2012-2013 in the Lithuanian University of Educational Studies, and in Klaipëda and Šiauliai universities.
    The research revealed that educational methods like lecture and explanation most often used in requalification studies do not ensure active engagement of the adult learners and only partially meet their needs, yet these two methods are best known and understood by the pedagogues. In order to increase engagement of the learners, it is suggested to relate theoretical knowledge to personal experience during the process of requalification studies, including organisation of discussions and application of cooperative learning methods. According to the findings, during the education studies pedagogues frequently apply the same methods which have been used during requalification studies. The methods are used in order to simplify the teaching and learning process, and develop students’ thinking skills etc.
    Original languageEnglish
    Pages (from-to)309-315
    JournalJournal of educational review
    Volume8
    Issue number3
    Publication statusPublished - 2015

    Fingerprint

    learning method
    qualification
    Teaching
    organization of studies
    teaching situation
    development area
    cooperative learning
    teaching method
    empirical research
    learning process
    university
    teacher
    knowledge
    education
    experience
    student

    Keywords

    • Pedagogue
    • Reputation
    • Teaching and learning methods

    Cite this

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    title = "Pedagogues’ attitude to the use of teaching/learning methods in requalification studies",
    abstract = "In order to keep pedagogues up-to-date with the challenges imposed to the knowledge-based society it is necessary to ensure consistent, high quality and continuous professional development process. One of the possible qualification development areas is requalification studies. Pedagogues’ motivation to participate in this activity is related to the necessity to acquire professional qualification, and willingness to learn and grow. The content of this qualification form and forms of its submission are especially important in training professionals according to the current requirements for teachers. Of course, there are no perfect teaching and learning methods indicating what should be done in specific cases, since every teaching situation has its own particular nature; and pedagogues/andragogues are responsible for the selection and implementation of the content and form of teaching. The article is aimed to evaluate the opinion of pedagogues on teaching/learning methods used in requalification studies and on their effectiveness. In order to realise the defined goals, empirical research was carried out with a total amount of 452 pedagogues (81 percent of general population) who’ve been attending requalification studies in 2012-2013 in the Lithuanian University of Educational Studies, and in Klaip{\"e}da and Šiauliai universities.The research revealed that educational methods like lecture and explanation most often used in requalification studies do not ensure active engagement of the adult learners and only partially meet their needs, yet these two methods are best known and understood by the pedagogues. In order to increase engagement of the learners, it is suggested to relate theoretical knowledge to personal experience during the process of requalification studies, including organisation of discussions and application of cooperative learning methods. According to the findings, during the education studies pedagogues frequently apply the same methods which have been used during requalification studies. The methods are used in order to simplify the teaching and learning process, and develop students’ thinking skills etc.",
    keywords = "Pedagogue, Reputation, Teaching and learning methods",
    author = "Valdonė Indrasiene and Odeta Merfeldaite and Loreta Zadeikaite and Asta Railiene and Violeta Jegeleviciene",
    year = "2015",
    language = "English",
    volume = "8",
    pages = "309--315",
    journal = "Journal of educational review",
    issn = "0975-4792",
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    TY - JOUR

    T1 - Pedagogues’ attitude to the use of teaching/learning methods in requalification studies

    AU - Indrasiene, Valdonė

    AU - Merfeldaite, Odeta

    AU - Zadeikaite, Loreta

    AU - Railiene, Asta

    AU - Jegeleviciene, Violeta

    PY - 2015

    Y1 - 2015

    N2 - In order to keep pedagogues up-to-date with the challenges imposed to the knowledge-based society it is necessary to ensure consistent, high quality and continuous professional development process. One of the possible qualification development areas is requalification studies. Pedagogues’ motivation to participate in this activity is related to the necessity to acquire professional qualification, and willingness to learn and grow. The content of this qualification form and forms of its submission are especially important in training professionals according to the current requirements for teachers. Of course, there are no perfect teaching and learning methods indicating what should be done in specific cases, since every teaching situation has its own particular nature; and pedagogues/andragogues are responsible for the selection and implementation of the content and form of teaching. The article is aimed to evaluate the opinion of pedagogues on teaching/learning methods used in requalification studies and on their effectiveness. In order to realise the defined goals, empirical research was carried out with a total amount of 452 pedagogues (81 percent of general population) who’ve been attending requalification studies in 2012-2013 in the Lithuanian University of Educational Studies, and in Klaipëda and Šiauliai universities.The research revealed that educational methods like lecture and explanation most often used in requalification studies do not ensure active engagement of the adult learners and only partially meet their needs, yet these two methods are best known and understood by the pedagogues. In order to increase engagement of the learners, it is suggested to relate theoretical knowledge to personal experience during the process of requalification studies, including organisation of discussions and application of cooperative learning methods. According to the findings, during the education studies pedagogues frequently apply the same methods which have been used during requalification studies. The methods are used in order to simplify the teaching and learning process, and develop students’ thinking skills etc.

    AB - In order to keep pedagogues up-to-date with the challenges imposed to the knowledge-based society it is necessary to ensure consistent, high quality and continuous professional development process. One of the possible qualification development areas is requalification studies. Pedagogues’ motivation to participate in this activity is related to the necessity to acquire professional qualification, and willingness to learn and grow. The content of this qualification form and forms of its submission are especially important in training professionals according to the current requirements for teachers. Of course, there are no perfect teaching and learning methods indicating what should be done in specific cases, since every teaching situation has its own particular nature; and pedagogues/andragogues are responsible for the selection and implementation of the content and form of teaching. The article is aimed to evaluate the opinion of pedagogues on teaching/learning methods used in requalification studies and on their effectiveness. In order to realise the defined goals, empirical research was carried out with a total amount of 452 pedagogues (81 percent of general population) who’ve been attending requalification studies in 2012-2013 in the Lithuanian University of Educational Studies, and in Klaipëda and Šiauliai universities.The research revealed that educational methods like lecture and explanation most often used in requalification studies do not ensure active engagement of the adult learners and only partially meet their needs, yet these two methods are best known and understood by the pedagogues. In order to increase engagement of the learners, it is suggested to relate theoretical knowledge to personal experience during the process of requalification studies, including organisation of discussions and application of cooperative learning methods. According to the findings, during the education studies pedagogues frequently apply the same methods which have been used during requalification studies. The methods are used in order to simplify the teaching and learning process, and develop students’ thinking skills etc.

    KW - Pedagogue

    KW - Reputation

    KW - Teaching and learning methods

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    VL - 8

    SP - 309

    EP - 315

    JO - Journal of educational review

    JF - Journal of educational review

    SN - 0975-4792

    IS - 3

    ER -