Peculiarities of civic education

Analizuojama, kaip sparčiai besikeičiančioje švietimo sistemoje ugdomas žmogus (pilietis), turėsiantis gyventi nuolat atsinaujinančioje ir gana dinamiškoje visuomenėje. Aptariama pilietiškumo pagrindų, politologijos ir sociologijos dalykų vieta 2005–2007 m. m. ir 2008–2009 m. m. bendruosiuose ugdymo planuose. Apžvelgiami Vilniaus pedagoginio universiteto socialinių mokslų programos ypatumai – bandoma atskleisti būsimų mokytojų pilietinės savimonės genezės bruožus studijų metu ir atliekant pedagoginę praktiką ugdymo institucijose. Išanalizavus ir įvertinus VPU socialinių mokslų programos IV kurso studentų pedagoginės praktikos užduotis (vestų pamokų ir renginių išplėstiniai planai, savianalizė, dienoraščiai) atskleidžiamas mokinių požiūris į pilietiškumo pagrindų ir politologijos bei sociologijos dalykus, išryškėja kai kurie mokymo organizavimo aspektai bei naujai mąstančio žmogaus – piliečio – ugdymo bruožai dabarties mokykloje.The article aims at revealing the peculiarities of civic education in a general high school as well as the aspects of social sciences teacher training at Vilnius Pedagogical University (VPU ). The position of citizenship, political sciences and sociology in the general curricula of the year 2005–2007 and 2008– 2009 as well as their relations with other subjects is discussed. The features of Vilnius Pedagogical University program of social sciences are reviewed; an attempt is made to reveal the features of the genesis of civil consciousness of the future teachers during the period of studies and during the pedagogical practice in educational institutions. Having analyzed and evaluated the pedagogical practice tasks of the fourth-year students at VPU program of social sciences (expanded plans of the lessons and events delivered and self-analysis), the pupils’ attitude towards the subjects of the introduction to civic society, political sciences and sociology, certain aspects of training organization as well as the features of educating a person with a new manner of reasoning – a citizen – in the modern school emerge. The respondents included VPU fourth-year students of the program of social sciences who have undergone pedagogical practice in educational institutions in 2007 and 2008 (n = 121). Suitably organized pedagogical practice is essential for nowadays teacher training programs and for future teacher competence. It is a feedback for evaluation and improvement of social science study programs. Deeper analysis and evaluation of self-studies, plans of lessons, diaries showed that students spare adequate attention to pedagogical practice and they would like to start their pedagogical practice from second course. Students of social science programs disagree with idea that teachers with history specialty should teach the fundamentals of civic, politology and social disciplines