The article analyses the essence and conception of teaching and learning and identifies their key features. On the basis of literature sources, the dimensions of these two processes and their interpretation by different authors (R. I. Arends, A. Bagdonas, B. Bitinas, D. Buehl, R. Grigaitienė, V. Gudžinskienė, D. F. Halpern, V. Indrašieṅe, M. Barkauskaitė, M. Gaigalienė, L. Jovaiša, A. M. Juozaitis, R. Kaffemanas, E. Kjergaard, R. Martinėnienė, D. Klooster, J. L. Steele, P. L. Bloom, R. Laužackas, R. J Marzano, G. Nosich, D. Penkauskienė, K. Paterson,. V. Rajeckas, V. R. Ruggiero, P. Sahlberg, V. Šernas, M. Teresevičienė, G. Gedvilicnė, D. Oldroyd, K. A. Trimakas, V. Valatkaitė-Rimiene, O. Visockienė, A. C. Russian source.) are presented, the key attnbutes of teaching and learning are pointed out and the peculiarities of learning process are revealed. It may be concluded that the scientific and methodological literature on teaching and learning identifies three conceptions of these processes: Behaviouristic, cognitive and humanistic. Following their theoretical foundations, these three learning conceptions present different attitude to the object of the research and provide different explanations of the human nature. The main objective of contemporary education is to develop self-regulation skills of school learners, which would enable them to learn independently and would not only contribute to success of their formal education but also would stimulate their positive attitude to life-long learning. A teacher is to create the situations and to organise the activity in a way, which would enable school learners to feel safe, to demonstrate their creativity, to feel the joy of discovering and to perceive the purposiveness of teaching/learning, i.e. to set learning goals themselves and to strive for them purposively.
|Number of pages||8|
|Publication status||Published - 2008|
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