Teacher professionalization aspects modern society

Straipsnyje aptariami pedagogo profesionalizacijos aspektai modernios visuomenės kontekste. Nuolatinė kaita, socialiniai, ekonominiai ir politiniai pokyčiai turi tiesioginės įtakos švietimo politikai ir jos veikėjams, bet pirmiausia – patiems pedagogams. Susidūrę su nuolatiniais pokyčiais, pedagogai išgyvena prieštaringą situaciją: norėdami ir toliau sėkmingai atlikti jiems pavestas funkcijas, kurių nuolat daugėja, pedagogai turi keistis taip, kaip keičiasi juos supanti konkurencinga švietimo aplinka. Straipsnyje pristatomas pedagogų vidaus profesionalizacijos teorinis modelis. Pedagogų profesionalizaciją reglamentuoja Lietuvos Respublikos teisės aktai, kurie numato pedagogo kvalifikacijos tobulinimo, kvalifikacinės kategorijos įgijimo ir atestacijos tvarką, dalyvavimą metodinių ratelių veikloje, savianalizę, kuri atliekama kiekvienais mokslo metais, ir t. t. Pateikiami atlikto kiekybinio tyrimo rezultatai ir jų interpretacija. Tyrime analizuotas pedagogų požiūris į profesionalizacijos elementus, jų reikalingumą ir praktinį pritaikymą tiesioginiame darbe.[...] Article disputes about requirements those are raising for the teacher profession. Teacher has make to work according society’s constituted requirements like all society does. Also teacher has to suit for essential remits of contemporary society. But the changes of education don’t come soon like we wish. Although there is devoted a big attention for pedagogical professional remit in Lithuania, but teachers face that qualification raise just for economical motions. Information technologic don’t intimidate today’s young people but a frequent teacher avoids and don’t want use contemporary technologies. The author discusses the importance of using information technology in teacher’s job. Using this is becoming one of the main teacher’s competence. In the second part of this article the author analyses the professional model of a teacher. He must study all the life, constantly refine his knowledge, in case he wants to improve his skills. Obviously, not everyone can be a teacher. Teacher has to study and improve self constantly as all society does. Teacher has to be equal not only for his subject, which he teaches but equal in areas of communication, management and direction in contemporary society. There is presented teacher’s work model in this article which embodies are: preparation for lessons, outof-school activities, class educator’s activity, school’s shows, a rise of qualification and ect. also there is considered about model of a teacher profession. Conclusions of the article. Period modern society teachers must inevitably change themselves and a new, modern society is characterized by professional attitudes as a qualified teacher – a man, able to change and willing to lifelong learning and active participation in the process of professionalization. To summarize the scientific literature and of the results we can state that teachers understand the new professional requirements, but often ignored by the social, economic and psychological reasons. Many respondents acknowledges and agrees that it is very important for almost all of the requirements for the teacher, but most of the respondents noted that the managerial skills of their work is not important, as is not so important to know foreign languages and be able to operate a computer. Teachers know the ways in which they are able to keep their business professionalism. Teacher knowledge of the subject taught is self-evident, but they are not relevant to the refresher and expandability. Teacher professional development related to the needs of higher qualification category, but the procedure for the grant of qualifications is not always satisfied. A large part of the respondents drew attention to the fact that certification is only formal, jitteriness improvement process. Often teachers irresponsibly look at their performance. Analysis of the data revealed that the teachers’ negative attitude towards the certification system is largely based on mistrust as a teacher evaluators objectivity. The study encourages the conclusion that teacher professional development should be quite a lot of time, but they alone have to set development priorities and follow them exactly. Development and success of the change at the same time, school-specific changes. It is also possible to state that teacher professional development as one of the professionalization of the elements are not fully effective and sufficient