Professional competence of the teachers' of comprehensive schools

Founding the society of knowledge Lithuanian educational system changes in essence. The ways of content conveyance are changing, the active learning methods that induce independence and collaboration are ingrafted. The system for especially talented children and young people is being established and developed. The practice of independent development and possibilities to educate students of different abilities and needs are effectively improving. The new goals for teachers are determined. A teacher should be a coordinator of education, a creator of new possibilities in education system, an adviser, a partner, a mediator between students and modern sources of information. The teachers have to develop their competence using learning resources at their workplace and perceive learning possibilities in everyday situations. The teachers who are working at the modern school should be able to work as a team learning and working together, looking for new decisions, causing the interest in work of their colleagues, making an atmosphere of learning and collaborating, looking for more effective teaching and learning ways. The competence becomes more relevant for teachers on solving questions of education management and changing. The modern teacher needs new abilities. The improvement of teaching is very often related to teacher’s knowledge, to the application of innovations in teaching practice, to the improvement of teaching methods aiming producing optimal school subject results. Affirming that the success of changing depends on human’s stocks, in this master work I am seeking to analyse the conception of competence of the teacher of Lithuania comprehensive school, to estimate teacher’s work who are working in the main schools. There were investigated the organization of their work, planning improving and other competences.Analysing the teachers’ competence in the context of activity conditions, it was hold on B.Bowden and D.Liepaite points of view, for carrying out the different hierarchical level of competence needs the competence of different level and was based on the model of their competence activity levels: - Competences that needed for operative fulfil (the first level of activity); - Competences for work perfection (the second level of activity) - Competences for work interior and exterior exchange (the third level of activity) - Competences for founding a new job and transforming the qualification into a new situation of activity (the fourth level of activity). The teacher’s thinking activity, communication and behavior are conditioned on interaction with the object of activity or on a situation. These are the main factors, that influence the differentiation of activity levels. The competence proves only in the activity and manifests as human’s ability to estimate a situatios and to choose approaches. They should be effective and with personality values. It can be interpreted as the competence and as a separate part of compound vocational competences. The abilities and skills are necessary to carry out teacher’s work are more emphasize on the first, the second and the third levels. In the fourth level of activity competence includes not only knowledge and skills which make the main body of qualifications, but includes the whole complex of personal standpoints and personal characteristics. Based on the results of investigation, the following conclusions are made. The level of competence of the teachers’ of comprehensive schools is sufficient to fulfil the changing teachers’ role in educational process and to ensure the education oriented into a child, his needs and abilities. The research showed that a teacher the most of all needs knowledge, abilities and skills in using information technologies to impart knowledge, to create educational content, to prepare for the lesson and successfully educate talented students or those who are educated on special programmers. The results of investigation showed that teachers’ professional qualification is dominating. The teachers are developing personal and managerial competence determining change of needs and carrying out learning by distance studies, organizing and fulfiling educational and cultural projects, preparing plans of investigation following the requirements of methodics, carrying out practical analysis, choosing the framework of a qualitative research approach, fulfiling the investigation report and practicing the results of research.Švietimo akademijaVytauto Didžiojo universiteta