2017, vol. 9, no. 1 issn 2029-1922 · 2017, vol. 9, no. 1. issn 20291922 3 turinys / contents /...

2017, Vol. 9, No. 1 ISSN 2029-1922

ŠVIETIMAS:politika, vadyba, kokybė

EDUCATIONPolicy, Management and Quality

ОБРАЗОВАНИЕ:политика, менеджмент, качество

Scientific Methodical Center „Scientia Educologica“, Lithuania,The Associated Member of Lithuanian Scientific Society, Association of Lithuanian Serials and ICASE (International Council of Associations for Science Education)

This journal is indexed in JournalSeek, Directory of Research Journals Indexing (DRJI), Open Academic Journals Index (OAJI), WebQualis (QUALIS/CAPES), Directory of Abstract Indexing for

Journals (DAIJ), Eurasian Scientific Journal Index (ESJI), European Reference Index for the Humanities and the Social Sciences (ERIH PLUS), Eurasian Scientific Journal Index (ESJI) and Copernicus Index (IC)

REDAKTORIŲ KOLEGIJA (Editorial Board)V y r i a u s i a s i s r e d a k t o r i u s(Editor-in-Chief)Prof. dr. Vincentas Lamanauskas Šiaulių universitetas (Šiauliai University, Lithuania)

A t s a k i n g o j i s e k r e t o r ė(Executive Secretary)

Dr. Laima RailienėMokslinis metodinis centras „Scientia Educologica“ (Scientific Methodical Centre „Scientia Educologica“, Lithuania)

N a r i a i (Editors)

Stasė Bučiuvienė Mokslinis metodinis centras „Scientia Educologica“(SMC „Scientia Educologica“, Lithuania)

Dr. Srbuhi R. GevorgyanArmėnijos valstybinis Khachatur Abovyan pedagogi-nis universitetas (Armenian State Pedagogical Universi-ty after Khachatur Abovyan, Armenia)

Dana Kanclerienė Vilniaus Simono Daukanto vidurinė mokykla (Vilnius Simonas Daukantas Secondary School, Lithuania)

Prof. dr. Valiantsina DynichBaltarusijos intelektinės nuosavybės apsaugos asociacija „BelBrand“ (Association for Intellectual Property Protection „BelBrand“, Republic of Belarus)

Prof. dr. Valdis Krastins Rygos vidurinė mokykla Nr. 93 (Riga Secondary School No. 93, Latvia)

Roma Kulikauskienė Vilniaus Žemynos gimnazija (Vilnius Zemyna Gymnasium, Lithuania)

Prof. dr. Ivars MuzisRygos mokytojų rengimo ir švietimo vadybos akademija (Riga Teacher Training and Educational Management Academy, Latvia)

Dr. Rita Makarskaitė- Petkevičienė

Lietuvos edukologijos universitetas (Lithuanian University of Educational Sciences, Lithuania)

Mg. Danė Papečkienė Marijampolės kolegija (Marijampole College, Lithuania)

Prof. dr. Jurij PelekhNacionalinis vandens ūkio ir gamtonaudos universi-tetas (National University of Water Management and Nature Resources Use, Ukraine)

Mg. Judita Stankutė Plungės Mykolo Oginskio meno mokykla (Plunge Mykolo Oginskio Art School, Lithuania)

ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ – periodinis, recenzuojamas, mokslinis-metodinis žurnalas, kurį leidžia mokslinis-metodinis centras „Scientia Educologica“. Tai tarptautinis žurnalas, kuriame moksliniai ir metodiniai straipsniai publikuojami lietuvių, anglų ir rusų kalbomis. Leidinys skirtas mokslininkams, mokytojams, auklėtojams, įvairių lygių ir tipų švietimo institucijų darbuotojams ir visiems, besidomintiems švietimo politikos, vadybos ir kokybės klausimais.

***EDUCATION POLICY, MANAGEMENT AND QUALITY – is a periodical, peer reviewed, scientific-methodical journal, issued by the SMC „Scientia Educologica“. It is an international journal, wherein the scientific and methodical articles published in Lithuanian, English and Russian languages. This journal is intended for the scholars, teachers/educators in general education schools, the lecturers of different levels of educational institutions and all, who are interested in the problems of education policy, management and quality.Index Copernicus (IC™ Value): 64.43 (2015). Current Global Index of the Journal (CGIJ) OAJI: 0.201 (2015).

ISSN 2029-1922 © Mokslinis metodinis centras „Scientia Educologica“, Lietuva /Scientific Methodical Centre „Scientia Educologica“, Lithuania

Leidžiamas nuo 2009 metų tris kartus per metus / Published since 2009 three times a year

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TURINYS / CONTENTS / СОДЕРЖАНИЕ

MIELI SKAITYTOJAI / DEAR READERS / УВАЖАЕМЫЕ ЧИТАТЕЛИ

Дынич В. Инновации и штампы [Innovations and stamps] _____________________________4

MOKSLINIAI STRAIPSNIAI / SCIENTIFIC ARTICLES / НАУЧНЫЕ СТАТЬИ

Mereckaitė I. Pradinių klasių mokinių lyderystės raiška taikant greitojo skaitymo metodiką [The use of speed reading technique promoting students‘ leadership in primary classes] ________7

UŽSIENIO EDUKACINĖ PATIRTIS / FOREIGN EDUCATIONAL EXPERIENCE / ЗАРУБЕЖНЫЙ ОПЫТ ОБРАЗОВАНИЯ

Edokpolor Edomwonyi J., Imafidon А. Effectiveness of public-private partnership in the management of technical and vocational education and training _______________________20

INTERVIU / INTERVIEW / ИНТЕРВЬЮ

Cardellini L. The passion to teach: A dialogue with Brian P. Coppola ____________________33

KRONIKA / CHRONICLE / КРОНИКА

Jašinauskas J., Martišauskienė E., Survutaitė D. Mokytojas šiandien ir rytoj [The teacher of today and tomorrow] ______________________________________________________56

INFORMACIJA / INFORMATION / ИНФОРМАЦИЯ

Informacija autoriams / Instructions for Authors____________________________________66

Problems of Psychology in the 21st Century______________________________________ 67

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ИННОВАЦИИ И ШТАМПЫ

Валентина ДыничАссоциация защиты интеллектуальной собственности "БелБренд",

Республика Беларусь

Начало нового учебного года – хорошее время для осмысления тенденций и явлений, происходящих в системе образования. Но позвольте начать с зарисовки частного характера.

1 сентября в Республике Беларусь традиционно ученики приносят домой новые учебники. В 2017 году в очередной раз программы учебных предметов изменились. Посылом послужила критика содержания учебных предметов руководством страны и общественностью за их наукообразность и оторванность от практики.

Среди новых (2017 года) учебных пособий - «Физика, 7 класс». Пособие вышло в цветном изображении с большим количеством иллюстраций. Хорошо? Ответ мог бы быть положительным, если бы не знать, что 20 с лишним лет назад коллектив, руководителем которого была автор данной заметки, выпустил хорошо иллюстрированный учебник физики - по тем временам очень инновационный для Республики Беларусь, хотя в мире учебников с цветными иллюстрациями уже тогда было множество. И вот 20 лет тому назад авторы учебника-2017, а также немалое количество представителей научного сообщества (включая деканов физических факультетов ведущих вузов страны) писали в «Дорогую редакцию…» государственных СМИ с просьбой оградить школу от тех, кто вместо физики пытается протащить «Веселые картинки».

«Веселые картинки» пришли-таки в школу. А радости (вот, мол, правда восторжествовала) нет. Дело в том, что иллюстрации в тех, 20-летней давности учебниках использовались для визуализации современной физики (физики 20 и 21 ве-ков), акцент на которую и был главной инновацией авторского изложения в 1996 году. Поэтому и трудно радоваться, когда спустя 20 лет иллюстрированность учебников сама по себе воспринимается как инновационный прорыв.

Перехожу к обобщениям. Автор данной заметки в рамках своей деятельности в Ассоциации защиты интеллектуальной собственности «БелБренд» по поддержке молодежных инновационных проектов принимает участие в стартап-мероприятиях, экспертизе конкурсных инновационных проектов, инновационных уикендах и по-добных событиях по презентации результатов инновационной деятельности. С точки зрения инновационности представляемые проекты можно разделить на 3 части (по оценке выступающих): «нет аналогов в мире», «есть аналоги, но в Беларуси нет» и IT мобильные приложения всего ко всему. Так как на презентацию – по аксиоме либо по легенде о питчах – предусмотрено несколько минут, то выступление носит характер шоу (научного или личного). Стартап-школы в процессе подготовки участников к подобным мероприятиям именно на шоу и делают акцент: главное – привлечь внимание. И. надо отметить, качество выступлений в этом отношении динамично повышается. Как и владение экономической лексикой: краткий обзор перспектив окупаемости – еще одна особенность подготовки презентации инновационных проектов. И это очень хорошо,

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так как коммерциализация результатов научной и научно-технической деятельности – актуальная задача для Беларуси. Проблема, однако, в том, что, несмотря на рост количества и качества презентаций инновационных проектов, реальный шанс на ком-мерциализацию или хотя бы на повышенное внимание экспертного совета имеют IT-проекты. Причины этого феномена достаточно очевидны. Упомяну только одну из них. Это иллюзия понимания результата: в процессе разработки можно получить либо более удобный, либо «прикольный» (частая оценка у молодых) продукт.

Как правило, такую иллюзию понимания не могут создать участники производственных, инженерных, научно-исследовательских проектов. Имея высокую квалификацию в своей профессиональной области и – даже - плодотворную инновационную идею, выступающие по шаблону расскажут, что аналогов нет, что необходима такая-то сумма для инвестирования, и что будет результат. Далее - «непереводимая игра слов» (так непосвященные будут воспринимать суть проекта) и слабое представление о том, что с этим продуктом надо делать в будущем. Получается, мероприятия по презентации инноваций проводятся, а до внедрения часто дело и не доходит.

И какой вывод? С одной стороны, надо готовить аудиторию (не конкретного мероприятия, а в целом общество). Содержание учебных предметов по-прежнему далеко от современного состояния науки, техники, технологии. И не только в школе. С другой стороны, надо учить носителей и разработчиков нового знания излагать свои идеи так, чтобы даже самые сложные явления и понятия становились интуитивно понятными. Вот для этого нужны и «веселые картинки», и образы из литературы, искусства, обыденной жизни. Это идея не инновационна. Но она не реализована до сих пор.

Summary

INNOVATIONS AND STAMPS

Valiantsina DynichAssociation for Intellectual Property Protection "BelBrand", Republic of Belarus

The beginning of new academic year – good time for judgment of the tendencies and phenomena occurring in an education system. On September 1 in the Republic of Belarus traditionally pupils bring home new textbooks. In 2017 once again programs of subjects have changed. As a message the criticism of the content of subjects of the country leaders and the public for their „scientism“ and isolation from practice has discussed. In addition, the innovative activities of the Association for Intellectual Property Protection "BelBrand" is discussed.

The content of subjects is still far from the current state of science, the equipment, technology. And not only at school. On the other hand, it is necessary to learn researchers and developers of new knowledge to state the ideas so that even the most difficult phenomena and concepts became intuitively clear. This idea isn't innovative. But it hasn't been realized yet.Keywords: education changes, innovation trends, public education.

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Received 28 May 2017; accepted 23 June 2017

Valiantsina DynichPhD, Head, Department of Innovation Projects, Association for Intellectual Property Protection “Bel-Brand”, Minsk, Republic of Belarus. E-mail: [email protected]

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PRADINIŲ KLASIŲ MOKINIŲ LYDERYSTĖS RAIŠKA TAIKANT GREITOJO SKAITYMO METODIKĄ

Ingrida MereckaitėLietuvos edukologijos universitetas, Vilniaus J. Basanavičiaus

progimnazija, Lietuva

Santrauka

Šiame straipsnyje kalbama apie pradinių klasių mokinių greitojo skaitymo ir lyderystės gebėjimų ugdymą. Ši tema aktuali dėl mokyklose nuolatos vykstančių pokyčių, kurie yra susiję su modernėjančia visuomene, o skaitymo gebėjimai yra pamatiniai, sudarantys ne tik kokybiško mokymosi pagrindą, bet ir darantys poveikį asmenybės galių plėtotei. Vaiko ugdymas šiuolaikiniame judriame, kintančiame pasaulyje reikalauja pastangų, nes svarbios tokios asmens savybės kaip iniciatyvumas, gebėjimas dirbti kartu su kitais, atvirumas, komunikabilumas, lankstumas, adaptyvumas, kurių išsiugdymui reikia kruopštaus ir sistemingo darbo. Šiuo atveju lyderystė yra kaip pamatinis gebėjimas, kurį reikia ugdyti arba nenuslopinti ankstyvame amžiuje. Ugdymo praktikoje pabrėžiamas poslinkis į la-biau integruotą darbą ir pastangas labiau įasmeninti mokymą ir mokymosi strategijų kūrimą, t. y. sudaryti tokias sąlygas, kur mokiniai jaučiasi saugūs, pasitikintys savimi, siekia rezultatų. Viena iš tokios aplinkos kūrimo metodikų yra greitojo skaitymo būdai ir priemonės. Greitasis skaitymas su-prantamas kaip pagrindinė mokymosi strategija, o skaitymo gebėjimai yra nuolat kintantys ir nuo-lat tobulėjantys asmens gebėjimai. Greitasis skaitymas gerina pažintines galias, paaštrina kritinio mąstymo gebėjimus ir stiprina problemų sprendimo įgūdžius. Straipsnyje atskleidžiamos glaudžios pradinių klasių mokinių lyderystės ir greitojo skaitymo sąsajos.Raktiniai žodžiai: greitojo skaitymo metodika, lyderystės raiška, pradinių klasių mokiniai.

Įvadas

Naujoji vaikų karta labai imli, aktyvi, protinga, praktiška, tačiau dažnai negeba kon-centruoti dėmesio. Reikia atkreipti dėmesį, kad būtent šiuolaikinės technologijos turi labai didelę įtaką jų vertybių formavimuisi, turinio parinkimui. V. Salienė ir N. Toleikytė (2014) pateikia laisvojo ugdymo humanistinės paradigmos idėją, kuri keičia visuomenės požiūrį į skaitymą. Pabrėžiamas skaitymas kaip įrankis, skirtas tobulėjimui, bendravimui, galimybe tapti lyderiais mokymosi srityje. Autorės siūlo taikyti teksto supratimo gebėjimų ugdymo ir skaitymo skatinimo motyvavimo sistemą, įgalinančią vaiką veikti savarankiškai. Kuri-ant ir taikant mokymosi strategijas siekiama sudaryti galimybes išmokti planuoti skaitymo procesą, atsižvelgiant į išsikeltus skaitymo tikslus, turimą informaciją, koordinuoti supra-timo procesą keliant klausimus, analizuoti ir numatyti teksto reikšmes. Ypač jaunesniojo amžiaus vaikams svarbu gebėti takyti skaitymo strategijas, kurios padės mokymąsi skaityti suprasti kaip malonią veiklą, kuri skatins tapti atsakingais lyderiais, išsiskiriančiais iš klasės draugų, savo atradimais besidalijančiais su kitais. Kaip teigia N. Chmiel (2005), kad lyderiai įgyja pasitikėjimą savimi, geba planuoti veiklą, jie yra geras pavyzdys kitiems asmenims. Tuo tarpu J. Stoner, R. Freeman, D. Gilbert (2006) lyderystę apibrėžia kaip grupės narių veiklos nukreipimo ir poveikio jiems procesą. Lyderystė ankstyvame amžiuje yra susijusi su charakterio bruožais, empatija. Tas, kuris turi lyderio savybių, geba generuoti ir palaikyti pasitikėjimą, daro įtaką grupės narių elgsenai, skatina siekti užsibrėžto tikslo.

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Ekonominio ir socialinio bendradarbiavimo ir vystymosi organizacija (OECD) 2012 metų ataskaitoje skaitymo gebėjimus įvardija kaip pamatinius mokymosi gebėjimus ir individo komunikacijos įrankį. Šį įrankį ir galime suprasti kaip viena iš lyderio savybių, skatinančia mokymąsi skaityti ir kitus mokinius. Anot G. Falschlehnerio (2014), dabartinės Z ir Alfa kartos vaikų tyrimai rodo, kad šios kartos vaikai turi stiprų periferinį matymą, kuris įgalina vaiką paspartinti skaitymo procesą ir pagreitinti mąstymo gebėjimus. Remi-antis vakarų šalių patirtimi turime atkreipti dėmesį į tokius prigimtinius kartos gebėjimus. Pradinių klasių mokinių lyderystės skatinimo galimybės Lietuvoje mažai tyrinėtos, o jų sąsajos su skaitymo gebėjimų ugdymu tyrimų iš viso nepavyko rasti. Tačiau galima remtis jau atliktais Lietuvos ir užsienio mokslininkų darbais, kuriuose tiriama lyderystės raiška, jos sąsajos su ugdymosi įstaigų veiklos gerinimu: R. Želvys (2001, 2003), R. Dukynaitė, R. Ališauskas (2007, 2012), D. Goleman, R. Boyatzis, A. Mckee (2008), B. Schyns, T. Kiefer, A. Tymon (2011), L. Lambert (2011), R. J. Marzano, T. Waters, B. A. McNulty (2011).Tyrimo objektas – pradinių klasių mokinių lyderystės raiška taikant greitojo skaitymo metodiką.Esminiai tyrimo klausimai:

1. Kaip greitojo skaitymo metodika gali skatinti mokinių lyderystę? 2. Kokią įtaką gali daryti pradinių klasių mokiniai bendramokslių skaitymo

gebėjimų ugdymui?

Greitojo skaitymo būdų ir ugdymo priemonių reikšmė pradinių klasių mokiniams

Įprastos raidos vaikai studijuoja pagrindinę skaitymo techniką nuo vienerių iki dvejų metų. Šiuo metu vaikas lavina smegenų veiklą ir stiprina sintezę tarp vaizdo, garso ir prasmės suvokimo. Skaitymo greitis nuolat didėja nuo mokymosi skaityti pradžios iki tol, kol asmuo skaito (pagal R. P. Carver, 1990). Tuo metu, kai vaikas pasiekia gero skaitytojo lygmenį, to-kie kognityviniai procesai kaip vaizdo ir garso sintezė, nebereikalauja papildomų pastangų (pagal J. S. Adelman, S. J. Marquis, M. G. Sabatos-DeVito, 2010). Svarbus skaitymo greičio aspektas yra būtinybė, kad vizualiai žmogus suprastų kelias raides per labai trumpą laiką (patyrusiam skaitytojui, kad identifikuotų žodį reikia 50 milisekundžių) (pagal V. Aghababi-an, T. Nazir, 2000). Todėl skaitymo procesas nuolat turi būti tobulinamas, keičiant skaitymo kryptį ar norint pagreitinti procesą. Tokie pratimai asmens smegenims kelia naujų iššūkių ir padeda įgyti gilesnius, bet jau greitojo skaitymo gebėjimus. Šie gebėjimai glaudžiai siejasi su autentiškos lyderystės bruožais, nes greitojo skaitymo pranašumai jaunesniojo amžiaus vaikams suteikia pasitikėjimo savimi ir skatina mąstyti kritiškai.

Remiantis Jungtinėje Karalystėje atliktais tyrimais ir vyriausybės priimtu spren-dimu modernizuoti ugdymo įstaigas ugdant pedagogus ir keičiant jų mąstymą apie mod-ernius metodus buvo nurodytas esminis tikslas – gerinti mokinių mokymosi rezultatus ir emocinę būklę, skatinant pasitikėjimą savimi. Mokymosi pasiekimai siejami su mokinio skaitymo gebėjimų gerinimu. Pabrėžiamas mokinio aktyvus dalyvavimas ugdymo procese, kuris reiškia intensyvų mąstymą. Sėkmingą mokymąsi sąlygoja taikomi metodai. Šiuo at-veju kalbame apie greitojo skaitymo metodiką, kuri įgalina vaiką sėkmingai, motyvuotai ir savarankiškai veikti. Kasdieninė vaikų veikla susijusi su įvairiomis technologijomis, kurios įgalina juos veikti savarankiškai (pagal A. Morgan, S. E. Kennewell, 2005, I. R. Berson, M. J. Berson, 2010). Vaikai supranta šį technologinį pasaulį kiek kitaip nei suaugę. Vaikai jį

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mato fragmentiškai, iš atskirų dalių, vertindami veiklą pagal iššūkius keliančią ir malonią. Šie vaikai ypač pasižymi su stipria lyderystės raiška. Nors vaikų lyderystės fenomenas, ypač Lietuvoje yra dar jaunas, užsienio mokslininkų studijoje yra aprašoma, kad jaunesnio amžiaus vaikų lyderystę daugiau galima priskirti autentiškos lyderystės formai. Vaikas veiki-amas tam tikrų veiksnių gali susikoncentruoti ir pademonstruoti gebėjimus (I. R. Berson, M. J. Berson, 2010). Ypatingai išryškėja bendradarbiavimo, komunikavimo, savarankiškumo ir pasitikėjimo savo jėgomis bruožai.

Mokinių lyderystės ugdymo praktikoje samprata

D. Ballou, W. Sanders, P. Wright (2004); OECD (2012) pabrėžia, kad vienas pagrindinių įsivertinimo aspektų yra mokinių motyvacijos ir lyderystės raiška ugdymo or-ganizacijoje. Tai labai svarbus pokytis paskutiniuose Vakarų šalių valstybinėse strategijose, nes jose pradėti siekti mokyklos vadovų, mokytojų ir mokinių lyderystės. Nuo 2007 metų, Lietuvoje pradėjus vykdyti švietimo kaitos projektą „Lyderių laikas“, švietimo lyderystė susilaukia vis didesnio susidomėjimo, o lyderystės reiškinys bendrojo ugdymo mokykloje vis dažniau tampa mokslinių tyrimų objektu. Šio projekto įgyvendintojai R. Dukynaitė, R. Ališauskas (2007, 2012), lyderystės sąvoką apibrėžia kaip mokyklos kokybės tobulinimą. Ugdymo įstaigos skatinamos įgyvendinti įvairias lyderystės formas, o ugdymo praktiką grįstų ugdytinių patyriminiu mokymusi. Vaikai yra motyvuoti tik tų tikslų, kuriuos gali pamatuoti, realiai suprasti ir randa asmenišką ryšį. Motyvacija apibūdinama kaip procesas, nuo kurio priklauso žmogaus gyvenimo tikslai. Motyvacijos skatinamas žmogus kažko siekia, tobulėja. Motyvacijos apraiškos gali būti vidinės arba išorinės. Vidinė motyvacija kyla iš žmogaus asmeninių įsitikinimų, gebėjimų. Dažniausiai vidinei vaiko motyvacijai įtakos turi šeima, artima aplinka. Išorinę motyvaciją lemia išoriniai dalykai, vykstantys ap-linkui. Tai gali būti atvira socialinė aplinka, kurioje vaikas siekia prisitaikyti, arba įvykiai, autoritetai ir artimi žmonės, kurių elgesys vienaip ar kitaip daro poveikį besimokantiesiems. Tačiau išorinė motyvacija mažiau vertinama nei vidinė, nes ji atspindi tikruosius žmogaus troškimus, jo erudiciją, pakantumą, ryšį su kitais. Vidinei vaiko motyvacijai stiprų ryšį turi tėvų lūkesčiai, tad labai svarbus balansas tarp objektyvaus tėvų vaiko gebėjimų ir elgesio vertinimo, kitu atveju, vaikas gali sąmoningai kopijuoti tėvų elgesį.

Lyderystės raiška ugdymo procese pasireiškia mokinių elgesiu, tiesiogiai daro įtaką jų savijautai veiklos įsivertinimo ar savirefleksijos metu (pagal K. S. Cortina, J. F. Carlisle, J. Zeng, 2008). Taip pat svarbi tėvų bendruomenė ir vaiko socialinė aplinka, nes vaikas į mokyklą atsineša patirtį iš namų. Kadangi pradinėse klasėse jis dar stokoja gyvenimiškos patirties, tą patirtį toliau plėtoja mokykloje. Todėl mokykla tampa pirminės lyderystės ofi-cialioje aplinkoje įgijimo vieta. Tačiau ne kiekvienas vaikas gali priimti naują informaciją, jeigu jam ši neįdomi ar netinkamai pateikta. Todėl skatinama motyvacija, padedanti pamėgti skaitymą, rašymą, skaičiavimą. Šie pagrindiniai ugdomi kuo anksčiau, nes įrodyta, kad tin-kama motyvacija įgalina vaikus išmokti ir naudotis turima informacija. Inovatyvių metodų taikymas pamokoje, motyvacija turi tiesioginę įtaką mokinių lyderystės raiškai.

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Lyderystės raiškos pamokoje, taikant greitojo skaitymo būdus ir ugdymo priemones, empirinio tyrimo metodika ir duomenų analizė

Šiame skirsnyje aprašomas greitojo skaitymo metodikos ir pradinių klasių mokinių lyderystės pamokoje tyrimas. Greitojo skaitymo metodika ir ugdymo priemonės, skatinančios pradinių klasių mokinių lyderystės įtaką, buvo ištirtos taikant atvejo analizės tyrimą, kuriame dalyvavo aštuoni 1-4 klasių mokiniai ir keturi mokytojai. Atvejo tyrimas paremtas grindžiamąja teorija (pagal A. Straus, L. Corbin, 1990). Todėl empirinio tyrimo metu gauta informacija buvo sisteminta grupuojant ją į kategorijas ir subkategorijas (pagal B. Bitiną, L. Rupšienę, V. Žydžiūnaitę, 2008). Subkategorijos ir kategorijos atrandamos nagrinėjamuose pokalbių protokoluose.

Ugdomosios veiklos stebėjimas

Taikytas veiklos tyrimas, kai jau iš anksto su mokytoja buvo suderinti pamokos planai ir pamokoje naudojami greitojo skaitymo būdai ir ugdymo priemonės. Kiekvienoje klasėje buvo stebėta integruotos lietuvių kalbos ir pasaulio pažinimo veiklos. Kiekvienos klasės veiklai parinkti greitojo skaitymo būdai ir ugdymo priemonės atsižvelgiant į Pradinio ug-dymo lietuvių kalbos bendrąją programą (2016), kurioje pabrėžiama, jog ugdymo procesas turėtų būti aktyvus, mokomasi praktiškai veikiant, mokiniai skatinami savarankiškai ieškoti, reikšti mintis; sudaroma galimybė rinktis (veiklą, veikimo priemones), savarankiškai daryti sprendimus – pasirinkimo laisvė derinama su atsakomybe už savo veiksmus ir poelgius; skatinami teigiami jausmai, išgyvenimai kaip vaiko valios, veiklos paskata. Ugdymas pa-trauklus ir džiaugsmingas: parenkami vaiko domėjimąsi mokymosi procesu stiprinantys, mokymosi motyvaciją, atsakomybę skatinantys ugdymo metodai, temos, priemonės; sieki-ama, kad mokiniai patirtų pažinimo ir atradimo džiaugsmą; sudaromos sąlygos ir situacijos, leidžiančios išgyventi mokymosi ir veiklos sėkmę. Plačiau apie kiekvienoje klasėje taikytus greitojo skaitymo būdus atskleista 1 lentelėje. 1 lentelė. Mokinių greitojo skaitymo gebėjimų ugdymo būdų ir IKT priemonių pagrindimas.

Klasė Būdas IKT ugdymo priemonė

Taikytos veiklos fragmentų aprašymas

1 klasė

Teksto skaidymas

Informacijos pa-teikimas su QR kodu

Pirmoje pamokoje buvo taikomas teksto skaidymas, kai kiekvienam vaikui pateikta informacija yra suskaidyta į atskiras korteles. Vėliau antroje pamokoje buvo taikyta QR kodo priemonė. Šiai priemonei reikia planšetinio kompiuterio, nes ant kiekvienos perskaitytos teksto kortelės yra QR kodas, kuris vaikui leidžia pamatyti paveikslėlius, pagal kuriuos galima nuosekliai papasa-koti teksto turinį.

Sąsajos su lyderyste: šios priemonės motyvuoja vaikus, suteikia galimybę dirbti savarankiškai, susikurti taisykles, priimti sprendimus.

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2 klasė

Teksto siejimas su spalva


Pirmoje pamokos dalyje mokiniai skaito tekstą, skirtin-gos užduotys pateiktos spalvotose kortelėse (raudonoje, mėlynoje, žalioje). Pažymėti teksto dalis, kuriose kalb-ama apie didžiojo baltojo ryklio paplitimą (žalia spal-va), ryklio išvaizdą (mėlyna) ir kuo minta (raudona). Vėliau mokiniai dalijasi perskaityta informacija. An-troje pamokos dalyje su QR kodo pagalba stebi video medžiagą, stengdamiesi atpažinti didįjį baltąjį ryklį. An-tros pamokos metu visa komanda gamina plakatą apie baltąjį ryklį, jį pristato visai klasei.

Sąsajos su lyderyste: skatina bendradarbiauti, planuoti veiklą, motyvuoja ir sudomina.

3 klasė

Skai tymo rodyklė

Hipertekstas Pirmoje pamokos dalyje mokiniai gauna tekstus, kurie pateikiami planšetiniuose kompiuteriuose. Perskaičius vieną pastraipą spaudžiama nuoroda ir visas prieš tai skaitytas tekstas juda (iš kairės į dešinę). Toliau skaitant tekstą ir paspaudus aktyvią nuorodą „Baltasis lokys“, mokinys ranka daugiau informacijos, perskaitęs grįžta į pagrindinį tekstą. Toliau vyksta dalinimasis sužinota informacija. Antroje pamokoje mokiniai kuria plakatus ir juos pristato visai klasei.

Sąsajos su lyderyste: skatina motyvaciją, mąstyti kritiškai, planuoti laiką, kurti asmeninę strategiją, ben-dradarbiauti.

4 klasė

Skai tymo rodyklė

Aurasma pro-grama.


Pamokos pradžioje visiems mokiniams išdalijami planšetiniai kompiuteriai. Dar kartą paaiškinama, kaip veikia Aurasma programa. Vėliau pristačius pamokos temą, mokiniams išdalijami lapeliai su pavadinimu ir QR kodu, po kuriuo paslėptas tekstas. Tekstas skai-tomas su skaitymo rodykle. Mokiniai, kuriems tokiu būdu skaityti tekstą per sunku, gali rinktis skaityti tekstą be judėjimo. Vėliau vyksta informacijos pasidalijimas ir plakato kūrimas. Antroje pamokoje baigiami kurti plakatai ir vyksta jų pristatymai.

Sąsajos su lyderyste: skatina komunikavimą, planavimą, bendradarbiavimą, motyvuoja kurti asmeninę skaitymo strategiją, suteikia laisvę pasirinkti norimą tempą ir dirbti savarankiškai.

Pamokos buvo stebimos metodikos kūrėjos, mokinių elgesys, sakomos mintys fik-suojamos stebėtų protokoluose. Visose klasės taikytas toks pats pamokos modelis: pirmos pamokos metu vaikai savarankiškai skaito jiems pateiktą tekstą su greitojo skaitymo būdais ir IKT ugdymo priemonėmis. Vėliau visi mokiniai grupelėse 1-2 klasėje po 4 mokinius, o 3–4 klasėse po 6 mokinius pasidalina perskaityta informacija. Dalinasi patirtimi, jei reikia ieško papildomos informacijos enciklopedijose ar žinynuose. Antroje pamokoje mokiniai

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gamina plakatą, kuris padėtų atskleisti nagrinėtą temą. Vėliau grupė savo plakatą pristato visai klasei. Kiekvienas vaikas pasidalina savo patirtimi apie darbą ir savo emocine savi-jauta abiejų pamokų metu.

Toliau pristatysime tyrimo rezultatus. 2 lentelėje pateikti 1 klasės mokinių rezultatai, išryškėję veiklų stebėjimo metu:

2 lentelė. 1 kasės mokinių stebėtos ugdomosios veiklos, kurioje pastebėta lyderystės raiška taikant greitojo skaitymo būdus ir IKT ugdymo priemones.

Kategorija Subkategorija Teiginys

Lyderystės raiška

Pasitikėjimas savimi „Atsako į klausimą tvirta ir argumentuota nuomone “.

„Aiškiai ir sklandžiai suformuluoja savo mintį “.

„Pasisiūlo garsiai pristatyti skaitytą epizodą “. Aktyvumas atli-ekant užduotį

„Paragina kitus vaikus skaityti “.

„Šalia sėdinčiam vaikui parodo, kur skaityti “.

„Pasitikslina užduoties formuluotę “.

Bendradarbiavimas

„Padeda kitiem “.

„Pasiūlo sprendimą “.

„Pasitaria, kaip turėtų atrodyti paveikslėlis “.

„Klausia nuomonės “.

Asmenybės bruožai

Empatija „Įsijaučia į koordinatoriaus ar mentoriaus vaidmenį “.

„Tiksliai supranta užduotį, nori ją atlikti kuo geriau “.Iniciatyvumas „Pasiūlo užduotį atlikti kitaip “.

„Pateikia bent kelis užduoties vizualizacijos pasiūlymus “.Savarankiškumas „Savarankiškai dirba, imasi veiklos, remdamasis saviregu-

liacija, pats koordinuoja savo darbo tempą.“.

Emocinė būsena

Grupės lyderio vaid-mens įtaka emocinei savijautai

„Jaučiasi saugiai, yra geros nuotaikos “.

„Patiria sėkmę bendradarbiaudamas “.

„Yra pasitikintis savimi, nes kiti komandos nariai jaučia pasitikėjimą juo, klausia jo nuomonės ar patarimo “.

2 lentelės duomenys suskirstyti į tris kategorijas: lyderystės raišką, asmenybės bruožus, emocinę būseną. Šios kategorijos tikslinamos septyniomis subkategorijomis. Stebėtoje veikloje atsiskleidžia lyderystės raiška, kuri reiškiasi mokinių pasitikėjimu savimi, aktyvumu atliekant užduotis, bendradarbiavimu. Pamokoje taikytas teksto skaidymo meto-

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das, padėjo mokiniams greitai ir giliai įsisavinti tekste pateiktą informaciją. Galima daryti prielaidą, kad tai padėjo atskleisti tyrimo dalyvių asmenybės lyderystės bruožus. Ryškiausiai pirmokai rodė iniciatyvą, buvo savarankiški. Taip pat pastebėta, kad jie turėjo laiko padėti kitiems mokiniams. Kiek mažiau pastebėta empatija, nors ėmėsi grupės koordinatorių vaid-mens, jiems trūko minties dėstymo nuoseklumo, kad kiti grupės nariai (pasekėjai) jų nu-osekliai klausytų. Refleksijoje užfiksuota tyrimo dalyvių emocinė būsena leidžia susidaryti nuomonę, kad jie jaučiasi saugiai, kai gerai supranta pamokos turinį. Taip pat pastabėta pakili nuotaika dėl sėkmingo bendradarbiavimo. Vienas iš respondentų pabrėžia, kad jo pasitikėjimą savimi lėmė kitų grupės narių pritarimas jo nuomonei.

Kaip veikla sekėsi 2 klasės mokiniams, atskleista 3 lentelėje:



Lyderystės raiška

Pasitikėjimas sav-imi

„Parodo gilų teksto supratimą, atsakydamas į pateiktos užduoties klausimus “.„Kalba neskubėdamas, užtikrintai “.„Nebijo paprieštarauti ir pasiūlo kitą atsakymo variantą “.

Aktyvumas atli-ekant užduotį

„Siekia įsigilinti į užduoties reikalavimus “.„Pasitikrina turimas priemones “.„Pasiūlo sisteminti komandos darbą pasiskirstant pareigomis“.

Bendradarbiavimas „Padeda kitiems “.„Duoda pasiūlymą “.„Pasitaria, kaip turėtų atrodyti paveikslėlis “.„Klausia nuomonės “.

Lyderio asmenybės bruožai

Empatija „Įsijaučia į koordinatoriaus ar mentoriaus vaidmenį “.„Nori inicijuoti pasiskirstymą užduotimis“.„Stengiasi, kad į darbą įsitrauktų visi komandos nariai “.

Iniciatyvumas „Koncentruojasi į bendruomenišką darbą, įtraukiant visus dalyvius “.„Nuolat pateikia bent kelis pavyzdžius, kaip galėtų atrodyti “.

Savarankiškumas „Savarankiškai imasi pradėti veikti “.„Ieško reikiamų priemonių “.„Sugeba darbo eigoje ieškoti pagalbos ir atsakymų ieškodamas papildomos informacijos “.

Emocinė būsena

Grupės lyderio vaidmuo emocinei savijautai

„Yra pakilios nuotaikos, geranoriškai padeda kietiems “.„Pasitiki savimi ir argumentuotai atsako į klausimus, kodėl pasirinko vienus ar kitus sprendimus, pabrėždamas, kad taip nuspendė visa grupė “.„Grupės ir savo asmeninį darbą vertina aukščiausiu įvertinimu, argumentuodamas, kad vieni kitų klausėsi“.

3 lentelėje pateikti antros klasės mokinių stebėtos ugdomosios veiklos duomenys leidžia susidaryti nuomonę, kad taikytas spalvos ir teksto siejimo strategija bei informacijos pateikimas su QR kodo pagalba stipriai motyvavo tyrimo dalyvius veikti savarankiškai.

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Lentelėje pateikti duomenys suskirstyti į tris kategorijas ir septynias subkategorijas. Antros klasės mokinių stebėtoje veikloje ypač išsiskiria aktyvumas atliekant užduotį. Šiuo atveju stipriau pasireiškia mokinių empatija koordinuoti grupės darbą. Jie padeda kitiems, tariasi ir klausia kitų nuomonės. Matyti didelis mokinių susidomėjimas, papildomos informacijos ieškojimas. Iš tiriamųjų refleksijos matoma pakili nuotaika, dėl sėkmingo grupės darbo. Vienas iš nurodytų sėkmės rodiklių, kad kiti grupės nariai pritarė pasiūlytai idėjai. Moki-niai argumentuotai pagrindžia sėkmingo bendradarbiavimo teiginį, nurodydami visi grupės narių įsitraukimą.



Lyderystės raiška

Vaidmenų paskirstymas

„Pasiūlo pasiskirstyti vaidmenimis “.„Kiekvienam sugalvotam darbo vaidmeniui paskiria po užduotį “.


„Pasiūlo įsikurti patogesnę darbo vietą “.„Tikslinasi užduotį, klausia mokytojos “.„Skatina kitus grupės narius mąstyti, teikti pasiūlymus “.

Bendradarbiavi-mas

„Siūlo savo pagalbą, duoda patarimus kaip geriau atlikti užduotis “.

Planavimas„Planuoja kiekvieno paskirto vaidmens darbo atlikimo greitį “.„Susitaria, kada turi baigti “.„Pasiūlo pasilikti laiko pristatymo repeticijai “.


Empatija „Įsijaučia į grupės koordinatoriaus vaidmenį, padeda kitiems ir planuoja grupės veiklą “.

Iniciatyvumas„Imasi iniciatyvos taikyti susitarimus padėsiančius įvykdyti užduotį “.„Siūlo susitelkti bendram darbui “.„Pastebi nesupratusius užduoties, siūlo pagalbą “.

Savarankiškumas„Dažnai vartoja žodžius „Aš pats“, pats nori atrasti savo tiesas ir atlikti jam paskirtą užduotį “.„Akivaizdžiai rodo savo savarankiškumą kūno kalba, atsiskir-damas individualiam darbui “.

Pasitikėjimas savimi

„Aiškiai ir argumentuotai atsakinėja į klausimus “.„Savo nuomonę pagrindžia asmeninio patyrimo pavyzdžiais “.„Nori pristatyti grupės darbą “.

Emocinė būsena

Grupės lyderio vaidmuo emoci-nei savijautai

‚Jaučiasi savimi pasitikintis, drąsus, pabrėžia savo asmeninio darbo indėlį ir pasiūlymus bendrai grupės sėkmei “.„Džiaugiasi grupės sutelktumu “.„Yra linksmas, kad pavyko bendradarbiauti su visais grupės vai-kais, nors su jais klasės aplinkoje beveik nebendrauja “.„Jaučiasi laimingas, kad kai kurie buvo išklausyti jo pasiūlymai “.

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Trečios klasės mokinių stebėtos ugdomosios veiklos 4 lentelėje yra išskirtos trys kat-egorijos ir devynios subkategorijos. Šioje stebėtoje veikloje, kurioje buvo taikomas ska-itymo rodyklės metodas ir hipertekstas, pastebimai reiškėsi tokios lyderio savybės kaip savarankiškumas, pasitikėjimas savimi. Taip pat lyderystės raiškos kategorija pasipildė dviem subkategorijomis – vaidmenų pasiskirstymu ir darbo planavimu. Galima daryti prielaidą, kad tyrimo dalyviai greitai perskaitę ir supratę pamokos medžiagą, turėjo laiko, kurį skyrė darbo grupės planavimui. Remiantis šiuo reiškiniu galima teigti, kad tyrimo daly-viai tapo grupės lyderiais, nes jų pasiūlytos idėjos buvo priimtos. Tyrimo dalyviai, turintys lyderio bruožų, nuolat uždavė atvirus klausimus, skatinančius mąstyti kitus grupės narius, priimti sprendimus. Siūlydami sprendimus, teikė bent kelis pavyzdžius. Taip pat jie ėmėsi pedagoginės lyderystės ir bendradarbiaudami padėjo kitiems mokiniams. Apmąstant veiklas buvo nustatyta, kad abu tyrimo dalyviai jaučiasi gerai, dėl grupės sutelktumo, bendradarbia-vimo, asmeninių idėjų priėmimo.



Lyderystės raiška

Vaidmenų pa-skirstymas

„Siūlo balsuoti, dėl darbo krūvio pasiskirstymo “.„Siūlo savanoriškai pasirinkti darbus “.„Paskiria komandos vaidmenis, nepasisiūliusiems “.


„Užduoda atvirus klausimus, skatinančius visus mąstyti ir kelti idėjas “.

Bendradarbiavi-mas

„Pasisiūlo padėti ir dirbti komandoje su kitu mokiniu apjungi-ant savo vaidmenis “.

Planavimas„Planuoja darbo laiką ir apimtį “„Pasitikslina pristatymo trukmės laiką “.„Kartas nuo karto komandos nariams primena apie laiko limitą “.


Empatija„Puikiai vadovauja grupės darbui, įsijaučia į mentoriaus vaidmenį ir generuoja naujas idėjas “.„Padeda ir konsultuoja kitus grupės narius “.

Iniciatyvumas„Nuolatos inicijuoja priimti sprendimus “.„Nuosekliai ir argumentuotai rodo iniciatyvą spręsti sunkumus atliekant užduotį “.

Savarankiškumas„Pasitiki savimi savarankiškai veikdamas“.„Savarankiškai pereina nuo vieno užduoties etapo prie kito “.„Pasiruošia darbo erdvę, susirenka reikiamas priemones“.

Pasitikėjimas savimi

„Aiškiai ir argumentuotai atsako į klausimus “.„Remiasi savo ir kitų komandos narių išsakytais patyrimais “.„Prisiima atsakomybę už savo grupei pasiūlytas mintis“.

Emocinė būsena

Grupės lyderio vaidmuo emocinei savijautai

„Džiaugiasi, kad pavyko susikaupti ir atlikti užduotį nuo pradžios iki galo “.„Yra laimingas, nes pavyko surasti labai kūrybiškų ir originalių sprendimų “.„Jaučiasi savimi pasitikintis, drąsus, pabrėžia savo asmeninio darbo indėlį ir pasiūlymus bendrai grupės sėkmei “.

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5 lentelėje pateikiami 4 klasės ugdomosios veiklos stebėjimo duomenys. Šioje lentelėje ypač ryški lyderystės raiška, grupės vaidmenų pasiskirstymo dalyje. Čia pastebima ne tik tyrimo dalyvių iniciatyva, bet ir demokratijos principu valdomos grupės formavimas – balsavimas. Tokiu būdu vienas iš tyrimo dalyvių oficialiai tampa paskirtu komandos lyderiu ir imasi ryškios iniciatyvos. Taip pat stebėtoje 4 klasės veikloje pasireiškia įvaldytas laiko planavimas, grąžinantis grupės darbą prie pagrindinės veiklos. Vienas tyrimo dalyvių ima koordinuoti vyraujančias diskusijas. Grupės nariai jo klauso, tai jam suteikia pasitikėjimo savimi, grupės lyderis prisiima atsakomybę už diskusijoje priimtą sprendimą. Jis aiškiai ir argumentuotai atsako į klausimus, pristatymo metu remiasi ne tik savo, bet ir grupės narių asmenine patirtimi. Apmąstydami veiklą mokiniai džiaugiasi nuo pradžios iki galo atliktu darbu, priimtais kūrybiškais sprendimais ir bendradarbiavimu.

Apibendrinant tyrimo duomenis galima teigti, kad stebėtoje ugdomojoje veikloje atsiskleidė lyderystės raiška bendradarbiavimo ir pagalbos, santykiu mokinys-mokiniui, grupės telkimo aspektu. Taip pat pastebėta, kad tyrimo dalyvių, turinčių lyderio bruožų, pasitikėjimą savimi skatina grupės narių pripažinimas, sklandus bendradarbiavimas, įsiklausymas. Tačiau skiriasi 1-2 klasių ir 3-4 klasių mokiniai gebėjimai laiko planavimo ir grupės vaidmenų pasiskirstymo srityse.

Išvados

Apibendrinus analizuotus tyrimų duomenis galima teigti, kad lyderio savybių turinčių vaikų skaitymo gebėjimai yra pažengę, nes jie taip pat ugdyti ir šeimoje, dar prieš pradedant lankyti mokyklą. Visi tiriamieji pasižymi ankstyvu skaitymo ugdymo šeimoje. Toks skaitymo skatinimas organizuojamas nuolatos. Tyrime nustatytas mokinių elgesys, kuris pasireiškė ryškia lyderystės raiška: aukšta motyvacija, savarankiškumu, veiklos pla-navimu, pagalba vienas kitam. Greitojo skaitymo būdai tokie kaip skaitymo skaidymas, hip-ertekstas, teksto siejimas spalvomis, Aurasma programos panaudojimas skaitymo tikslais yra inovatyvūs, vaikus motyvuojantys veikti savarankiškai ir padeda išlaikyti dėmesį ilgesnį laiką. Taip pat pažymima, kad greitojo skaitymo ugdymo priemonės, kurios yra sistemingai derinamos pagal skaitytojo amžių ir skaitymo tikslą gali padėti diferencijuoti ugdymo turinį, ugdyti mokinių aukštesniojo lygio mąstymo gebėjimus. Greitojo skaitymo metodika padeda ugdyti vaikų lyderystę, kuri pasireiškia: ben-dradarbiavimu, demokratiškumu, atsakomybe, veiklos planavimu ir atsakingu mokymusi. Užsienio tyrėjų įžvalgos sutampa su tyrimo rezultatu, kad greitasis skaitymas motyvuoja mokinius, padeda planuoti veiklą, ugdyti kūrybiškumą informacijos paieškos srityje.

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Aghababian, V., Nazir, T. (2000). Developing normal reading skills: aspects of the visual process-es underlying word recognition. Journal of Experimental Child Psychology, 76, 123–150. doi:10.1006/jecp.1999.2540.

Ališauskas, R., Dukynaitė, R. (2007). Lyderystė kaip talka. Lyderių laikas. Švietimo vadybos kaitos projektas. Vilnius: Švietimo aprūpinimo centras, p. 9–12, 57–58.

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Ballou, D., Sanders, W., Wright, P. (2004). Controlling for student background in value-added assess-ment of teachers. Journal for Educational and Behavioral Statistics, 29 (1), 37−65.

Berson, I. R., Berson, M. J. (2010). High-tech Tots: Childhood in a digital world. Research in global child advocacy. Charlotte, NC: Information Age.

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Carver, R. P. (1990). Reading rate: A review of research and theory. San Diego, CA: Academic Press.Chmiel, N. (2005). Darbo ir organizacinė psichologija [Work and organizational psychology].

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literatūrinio ugdymo paradigmų kontekste: Lietuvių gimtosios kalbos ir literatūros bendrųjų programų (1994–2011) analizė. Ugdymo paradigmų iššūkiai didaktikai. Vilnius: Lietuvos edu-kologijos universiteto leidykla,108-150.

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organization: educational material]. Vilnius: Vilniaus universiteto leidykla, 73.

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Summary

THE USE OF SPEED READING TECHNIQUE PROMOTING STUDENTS' LEADERSHIP IN PRIMARY CLASSES

Ingrida MereckaitėLithuanian University of Educational Sciences, Lithuania

This research deals with the influence of speed reading to primary school pupils' leader-ship. This topic is relevant for schools constantly ongoing changes that are associated with mod-ern society, therefore teaching Lithuanian language is a very difficult job that requires patience and good didactic knowledge. Child’s education in today’s busy, complex and constantly chang-ing world is also controversial, because qualities such as initiative, ability to work with others, openness, communication skills, flexibility and adaptability become especially important. In this case, leadership is the basic skill that you need to develop instead of suppressing at the early age. The present era requires necessary provisions. This particular period requires moderniza-tion of training institutions as well as the shift to a more integrated work and effort to provide a more personalized teaching and learning strategies. One of these indicators is speed reading techniques and instruments. The term “speed reading” is not very frequent, but this is the main learning strategy. Reading should be understood as an ongoing and constantly developing abil-ity. Speed Reading improves cognitive powers, sharpens critical thinking skills and enhances problem-solving skills. The paper reveals a close primary school students' leadership and speed reading interface.Subject – the influence of speed reading seeking to encourage students‘ leadership.Main research questions:1. How speed reading methodologies can promote student’s leadership?2. What kind of influence for educating the reading skills of the classroom kids has the general level of reading achievement?

Summarizing the analysis of the research data, it can be argued that the ability to read children with a leadership character is advanced because they are also cultivated in the family even before they go to school. All subjects have an early reading comprehension in the family. A behavioural change has been reported in a vibrant expression of leadership: high motivation, au-tonomy, operational planning, help each other. Speed reading techniques: hypertext, text linking colors Aurasma program is innovative, motivating children to operate independently and helps maintain a higher concentration of time, the less distracting. It is also noted that speed reading instruments, which are systematically adjusted according to the reader's age and reading target may be treated as curriculum differentiation, higher thinking skills training. It is also noted that the tools for rapid reading, which are systematically matched according to the reader's age and the purpose of reading, can help to differentiate the content of education, to develop students' advanced thinking abilities.

The methodology of speed reading helps to develop children's leadership, which is mani-fested in: cooperation, democracy, responsibility, planning of activities, and responsible learn-ing. Foreign researchers' perceptions coincide with the study's conclusion that quick reading mo-tivates students, helps them plan activities, and develop creativity in the search for informationKeywords: leadership, speed reading methodology, primary school education.

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Ingrida MereckaitėPhD Student, Primary School Teacher, Lithuanian University of Educational Sciences, Vilnius, Lithuania. E-mail: [email protected]

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EFFECTIVENESS OF PUBLIC-PRIVATE PARTNERSHIP IN THE MANAGEMENT OF TECHNICAL AND VOCATIONAL

EDUCATION AND TRAINING

James Edomwonyi Edokpolor, Adesuwa ImafidonBenson Idahosa University, Nigeria

Abstract

The aim of this research was to determine the effectiveness of Public-Private Partnership (PPP) in the management of TVET programme in the 21st century. The preferred method of inquiry was the survey research design. A total population of 44 lecturers from the Department of Vocational and Technical Education, University of Benin and Ambrose Alli University was used for the research. The instrument for data collection was a structured questionnaire, validated by two experts. The Cronbach alpha formula was used to determine the instrument reliability; which yielded the coefficient value of 0.87. 20 questionnaire items was administered to the respondents by the researchers. The mean, standard deviation and t-test statistical tools were used for the data analysis. The results of the research showed that PPP to a high extent can influence the optimization of financial resources, provision of qualified manpower, development of curricula and procurement of modern facilities. There was also no significant difference between the mean ratings of TVET lecturers in UNIBEN and AAU regarding the influence of PPP on the effective management of TVET programme in the 21st century. This indicates that TVET lecturers in both institutions have the same perception regarding the influence of PPP on the management of TVET programme. Based on these findings, 4 recommendations were made in the research.Keywords: inadequate resources, management, Public Private Partnership, TVET programme.

Introduction

In a contemporary era of continuous and transformational change, individuals are being challenged to accept greater responsibility for constructing their own careers (both in vocation and education) across lifespan so as to develop relevant skills and keep pace with the emerging technological breakthroughs, together with the forces of globalization. Within this context, Technical and Vocational Education and Training (TVET) is critical not just to preparing people for the world of work, but in preparing them for life, and this is why it is so important to make TVET accessible to all (United Nations Educational, Scientific and Cultural Organization, 2013).

Technical and Vocational Education and Training has been defined as any programme that encompasses:

all educational and instructional experiences be they formal or informal, pre-employment or employment related, off-the-job or on-the-job that are designed to directly enhance the skills, knowledge, competencies and capabilities of individuals, required in undertaking gainful employment, and irrespective of whether these experiences are designed and provided by schools, … or higher education institutes, by private training providers or employers in industry and commerce (Maglen, 1996).

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The United Nations Educational, Scientific and Cultural Organization (UNESCO) and the International Labour Organization (ILO) collaboratively defined TVET as:

… those aspects of educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO & ILO, 2002).

Gu, Gomes and Brizuela (2011) further contended that TVET is a special type of programme that emphasized the application of skills, knowledge and attitudes required for employment in a particular occupation or cluster of related occupations in any field of social and economic activity. The Federal Republic of Nigeria (FRN) (2004) captures the essence and aspiration of TVET to its recipients as a human resource development strategy that leads to the acquisition of practical and applied skills as well as basic scientific knowledge for useful living within the society. The broad goals of TVET as contained in the education policy document shall be to:

a. Provide trained manpower in applied sciences, technology and business particularly at craft, advanced craft and technological levels;

b. Provide the technical knowledge and the vocational skills necessary for agricultural, commercial and economic development; and

c. Give training and impart the necessary skills to individual who shall be self-reliant economically (FRN, 2004:30).

The broad goals highlighted above suggest that the future success of Nigerian youths, enterprises and communities increasingly depend on the existence and possession of transferable and renewable TVET skills. In view of this, it behooves on the Nigerian governments to ensure adequate provision of financial resources for the effective management of TVET programmes. Osuala (2008) described management as the process of achieving organizational goals through co-ordinated performance of five specific functions, namely: planning, organizing, staffing, directing, and controlling. Accordingly, management of TVET can be seen as the arrangement of human and material resources and using them systematically for the attainment of TVET goals in effective and efficient manner. It can also be viewed as the effective and efficient provision and utilization of financial and other resources for the attainment of pre-determined goals of TVET.

The increasing demand for proper management of TVET in the 21st century implies the need for substantial and consistent allocation of resources. Unfortunately, inadequate provision of financial resources has been identified as the greatest problem facing the education sector in Nigeria (Nwadiani & Omoike, 2006; Asiyai, 2015). It would be recalled that the UNESCO, cited in Dauda (2011) and Adewuyi and Okemakinde (2013) has mandated all developing countries (including Nigeria) to allocate at least 26% of their annual budget to education. However, the highest Nigeria has allocated in recent years is 12.56% in 2000, 6.88% in 2001, 11.56% in 2002, 6.89% in 2004, 8.56% in 2006, 9.49% in 2007, 7.74% in 2008, 10.13% in 2011, 10.48% in 2012, 10.58 in 2013, and 12.30% in 2014 respectively (Central Bank of Nigeria Statistical Bulletin, cited in Ogungbenle & Edogiawerie, 2016). According to Odekunle (2001), government claim to be incapable of providing the required funds for the effective running of school system. Akaranta (2014) further pointed out that the standard argument for the Nigerian governments not to be capable of providing the required funds

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for the smooth running of the education system is the competing demand from other sectors. The excessive financial involvement that cannot be covered by the budgetary allocation has made successive governments of Nigeria to review their involvement in financing the education system. Furthermore, successive governments have often claimed that they can no longer bear the full responsibility of financing the education sector, especially TVET because of its capital intensive nature (Adeyanju, Odekunle & Osifila, 2007).

Ekpenyong and Edokpolor (2015) asserted that the inadequate funding of TVET has led to the inadequate provision of staff, workshops, laboratories and studios which has consequently affected the production of skilled and competent graduates. They further claimed that these set of graduates may not be gainfully employed after graduation, due to lack of skills and attributes required by the employers of labour, nor be able to pursue further studies due to lack of interests. Since inadequate funding has been identified as the major challenge of TVET programme in the 21st century, it is imperative to develop an alternative approach to adequate funding of TVET. This would help in ensuring the supply-driven system to a system that would meet the demands of the nation’s population and industries. One strategy that may help in addressing the problem of inadequate funding of TVET is the introduction of the Public-Private Partnership (PPP).

The importance of PPP appears to lie in its ability to improve the effective management of TVET programme, as it may help to achieve greater optimization of finance so that qualified staff, better facilities, and quality curriculum can be made available. Fennell (2007) posited that the argument for the introduction of PPP in the 1990 was to bring in the management practices of the private sector into the public sector thus improving competitiveness and efficiency. He added that the understanding was that PPP strategy would make public expenditure more effective and in some cases would attract financial investment from the private sector. It is also hoped that PPP will bring on board the training providers with relevant labour market expertise, resources and diversity of perspectives to skills development (National Board for Technical Education, 2014). Furthermore, Jackson (2009) has made it known that PPP is about exploring relationship with the other organization, group or sector owing to lack of resources, capabilities or competencies.

The goal of PPP is to exploit synergies in a joint use of resources and in the application of management knowledge, with optimal attainment of the goals of all parties involved, where these goals cannot be attained to a great extent without the other parties. Although, conceptually PPP can be defined as a long-term contract between a private party and government agency, for providing a public service, in which the private party bears significant risk and management responsibility (World Bank Institute, cited in Roehrich., Lewis & George, 2014). In the UK, Her Majesty’s Treasury (1998) defined PPP as an arrangement between two or more entities that enables them to do work cooperatively towards shared and compatible goals and in which there is some degree of shared responsibility, risk taking, joint resource investment and mutual benefit. PPP has also been seen as cooperation between public-private actors in which they jointly develop products and services and share risks, costs and resources which are connected with these products and services (Van Ham & Koppenjan, cited in Hodge & Greve, 2005). It is defined as a contractual arrangement between the public and private sector to achieve well-defined and shared objectives in a well-managed cost effective, efficient and sustainable manner (Oni & Akinbinu, 2005; Odekunle & Babalola, 2009). The Asian Development Bank (2008) defined PPP as a contractual

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arrangement between public and private sector through which expertise, assets and financial resources of each sector are allocated in a complementary manner, thereby sharing the risks and reward, which seeks to provide optimal service delivery and good value to citizens. The European Investment Bank (2004) defined PPP as a generic term for the relationships formed between the private and public bodies often with the aim of introducing private sector resources and expertise in order to help deliver public assets and services effectively. The Institute for Educational Planning (2010) viewed PPP as the mobilization of resources, competencies and commitments by public, business and civil society partners to contribute to expansion and quality of education. It further added, that a PPP is founded on principles of international rights, ethical principles and organization agreement underlying educational development and management; consultation with stakeholders; and on shared decision-making, risk, benefit, transparency, and accountability.

There are several crucial concepts in the above definitions of PPP. One major concept is ‘resources’. In almost all the definitions, provision of resources in an explicit way is mentioned as one of the key aspects of PPP. In addition to this observation, Adewuyi and Okemakinde (2013) pointed out that PPP in Nigeria includes: loaned executive programmes, where corporate executives work in specialized areas such as administration, staff development or resource management; curriculum renewal programmes, where corporate executives work with educators to develop curricula so as to reflect private-sector technology, standards and practices; mentoring programmes, where professionals have a direct link with individual students; and donation of equipment to schools. They further added, that the private sector can also form a partnership with the public schools by providing classroom space, buildings or lands; furnishing or equipping existing classroom space; providing equipment; providing maintenance services and utilities; providing teaching programmes; managing schools/school districts; and negotiating management deals that include the provision of infrastructure or infrastructural facilities after a time period. In addition, Majumdar (2011) reiterated that most countries around the world have realized the need for industries to take an active involvement in the TVET programmes in order to help in evolving new teaching-learning materials that will keep in step with the latest developments in the international work arena. He further added that many authors have underlined the importance of industries working closely with the TVET institutions and other agencies, so that the students will have access to the latest technologies and equipment that are used on the shop floors and for the educators and trainers themselves to have some grounding on current industry practices. The discussions so far have helped to unlock the rationale behind the partnership between public and private sectors; that is to mobilize the private sector resources for the effective delivery of TVET.

Statement of the Problem

Technical and vocational education and training is regarded as one of the most important programmes of instruction aimed at equipping students with practical skills and basic scientific knowledge for useful living within the society, yet inadequate funding has been identified as major challenge of the programme. Inadequate funding of TVET programme has led to the inadequate provision of qualified manpower, the insufficient supply of infrastructural facilities and equipment and the use of outdated curriculum. Successive

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governments have often claimed to be incapable of providing the required funds for the smooth running of education in Nigeria, especially the TVET programme due to its capital intensive nature (Adeyanju, Odekunle & Osifila, 2007). This situation has consequently affected the production of skilled and competent graduates useful for technological breakthroughs; employment generation; poverty alleviation and industrialization because successive governments do not appear to give TVET programme the required attention (Ekpenyong & Edokpolor, 2015a). Based on this unpleasant situation, the authors of this paper decided to posit the following question: Is Public-Private Partnership (PPP) the best management practice for TVET programme in the 21st century?

The major purpose of the study therefore was to find out if PPP can serve as the best management practice for TVET programme in the 21st century. Specifically, the study intends:

1. To determine the extent to which PPP can influence the optimization of financial resources for effective delivery of TVET programme.

2. To determine the extent to which PPP can influence the provision of qualified manpower resources for effective delivery of TVET programme.

3. To determine the extent to which PPP can influence the procurement of material resources for effective delivery of TVET programme.

4. To determine the extent to which PPP can influence the development of curriculum for effective delivery of TVET programme.

Methodology of Research

General Background of Research

The design for this research was the exploratory study by employing a survey design. Survey design is a non-experimental quantitative research method (Mitchell & Jolley, 2007) aimed at collecting data and describing it in a systematic manner, the characteristic features and facts about a population of study (Omorogiuwa, 2006; Ary, Jacobs, & Razavieh, 2010). Therefore, survey design is suitable for this research because it is meant to collect and analyse data from few lecturers who represented the entire population. The total population comprised of 44 lecturers, 28 lecturers from the department of vocational and technical education, University of Benin, Benin City and 16 lecturers from the department of vocational and technical education, Ambrose Alli University, Ekpoma.

Sample Selection

There was no need to adopt any sampling technique, nor select any sample size for the study because the population was manageable for the research. As a result, the entire population was used in the research, which comprised of 44 vocational and technical education lecturers.

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Instrument and Procedure

The instrument for data collection was a structured questionnaire titled: “Questionnaire on the Effectiveness of PPP in Managing TVET Programme (QEPPPIMTVEP)”. In order to determine the validity, the instrument was given to two experts, one from the department of vocational and technical education, and the other from measurement and evaluation, Faculty of Education, University of Benin. In order to also ensure the reliability, the instrument was administered to twenty (20) lecturers who were not part of the research. The data was analysed using the internal consistency method, by applying Cronbach alpha formula to determine the coefficient alpha value, which was 0.89. The instrument was further administered to the respondents by the researchers. The questionnaire was retrieved as soon as they were completed.

Data Analysis

The mean, standard deviation and t-test statistics was used for the analysis of data. The mean was used to answer the research questions, while the t-test was used to test the hypothesis at .05 level of significant. The standard deviations were used to determine the extent to which the responses were clustered to or deviated from the mean responses. The decision rule was based on any calculate mean equal or greater than 2.50 is regarded as high extent, while any mean lesser than 2.50 is regarded as low extent. Furthermore, any standard deviation value between the range of .00 and .96 indicated that lecturer’s responses are very close in terms of their agreement. The probability value (p) was used in taking the decisions regarding the hypothesis. If the p-value is less than or equal to 0.05 the null hypothesis is rejected, and if otherwise, the null hypothesis is retained.

Results of Research

The data collected from the respondents were analysed using the mean () and Standard Deviation (SD) and the results are presented in Tables 1 to 4.

Table 1. Mean and standard deviation of effectiveness of PPP on the optimization of financial resources for TVET programme.

S/N Item Statements SD Remarks

To what extent can PPP help:

1. To create opportunity for the managers of TVET institutions to ac-cess private sector funds 3.77 .56 HE

2. To create opportunity for TVET managers to effectively/efficiently utilize the funds allocated to TVET programme 3.77 .42 HE

3. To create opportunity for TVET managers to be accountable with any funds allocated to TVET programme 3.77 .42 HE

4. To create opportunity for TVET managers to become transparent with any funds allocated to TVET programme 3.73 .45 HE

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Table 1 shows the mean scores of the opinion of respondents on the extent to which PPP can influence the optimization of financial resources for effective delivery of TVET programme. 4 items had mean rating that range from 3.73 – 3.77, which indicates that PPP can influence to a high extent the optimization of financial resources for effective delivery of TVET programme. However, the standard deviation which range from .424 – .565, indicates that the responses of the TVET lecturers are very close to one another.

Table 2. Mean and standard deviation of effectiveness of PPP on the provision of qualified manpower for effective delivery of TVET programme.



5. To ensure the availability of funds so as to adhere to the mini-mum standard of staff recruitment in TVET programme 3.61 .57 HE

6. To ensure the availability of funds in order to source for the right-caliber of staff in TVET programme. 3.70 .46 HE

7. To ensure the provision of funds for the development of staff skills through training and retraining programmes 3.75 .43 HE

8. To ensure the provision of financial resources or grants for TVET lecturers so as to upgrade themselves academically. 3.68 .47 HE

Table 2 shows the mean scores of the opinion of respondents on the extent to which PPP can influence the provision of qualified manpower for effective delivery of TVET programme. 4 items had mean rating that range from 3.61 – 3.75, which indicates that PPP can influence to a very high extent the provision of qualified manpower for the effective delivery of TVET programme. However, the standard deviation which range from .438 – .579, indicates that the responses of the TVET lecturers are very close to one another.

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Table 3. Mean and standard deviation of effectiveness of PPP on the procurement of physical facilities for effective delivery of TVET programme.



9. To provide TVET managers the opportunity to erect befitting building for effective delivery of TVET programme 3.68 .47 HE

10. To provide TVET managers the opportunity to procure instruction-al materials for effective teaching and learning of TVET courses. 3.73 .45 HE

11. To provide functional workshops for effective teaching and learn-ing of technical education programmes 3.82 .39 HE

12. To provide functional computer studios for the effective teaching and learning of business education programmes 3.75 .43 HE

13. To provide entrepreneurial research centres for TVET programme so that students can always think entrepreneurially. 3.70 .46 HE

14. To provide lecturers and students the opportunity to easily access new or innovative technologies in the workplace 3.70 .46 HE

15. To provide quality maintenance for TVET infrastructural facilities and equipment. 3.70 .46 HE

16. To provide TVET managers the opportunity to equip their libraries with study materials, including ICT gadgets. 3.66 .47 HE

Table 3 shows the mean scores of the opinion of respondents on the extent to which PPP can influence the procurement of material resources for effective delivery of TVET programme. 8 items had mean rating that range from 3.66 – 3.82, which indicates that PPP can influence to a very high extent the procurement of material resources for effective delivery of TVET programme. However, the standard deviation which range from .438 – .479, indicates that the responses of the TVET lecturers are very close to one another.

Table 4. Mean and standard deviation of effectiveness of PPP on the development of curriculum for effective delivery of TVET programme.

S/N Item Statements SD RemarksTo what extent can PPP help:

17.To grant TVET managers the opportunity to partner with captains of industries for curriculum development that would reflect pri-vate sector technology, standards and practices.

3.61 .49 HE

18. To grant TVET managers the opportunity to easily introduce new or contemporary courses into TVET curriculum. 3.66 .47 HE

19. To grant TVET managers the opportunity to easily integrate mod-ules of entrepreneurship skills into TVET curriculum. 3.73 .45 HE

20. To provide the lead for TVET curriculum to strike a balance be-tween courses offered and what is obtainable in the workplace 3.64 .53 HE

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Table 4 shows the mean scores of the opinion of respondents on the extent to which PPP can influence the development of curriculum for the effective delivery of TVET programme. 4 items had mean rating that range from 3.61 – 3.73, which indicates that PPP can influence to a very high extent the development of curriculum for effective delivery of TVET programme. However, the standard deviation which range from .451 – .532, indicates that the responses of the TVET lecturers are very close to one another.Research Hypothesis 1: There is no significant difference between the mean ratings of TVET lecturers in University of Benin and Ambrose Alli University on the effectiveness of PPP in the management of TVET programme in the 21st century.

Table 5. t-test analysis of the difference between TVET lecturers in UNIBEN and AAU on the effectiveness of PPP on the management of TVET programme in the 21st century.

AggregateVariable Categories N Mean SD df t p Decision Effectiveness of PPP on the Management of TVET Programme in the 21st Century

UNIBEN 28 3.68 .315 42 .226 .229 NR

AAU 16 3.76 .144NR: Not Rejected. NR: Not Rejected

The results presented in table 5 show that aggregate mean ratings of TVET lecturers in UNIBEN and AAU regarding the extent to which PPP can serve as the best management practice for TVET programme in the 21st century is 3.68 and 3.76 respectively. The corresponding standard deviation is .315 and .144. The table indicated that the t-value is .226 at df of 42, while the p-value is .299. Testing at alpha level of 0.05, the p-value is not significant, since the p-value is greater than the alpha value (0.05). Therefore, the null hypothesis is not rejected; hence there is no significant difference between the mean ratings of TVET lecturers in UNIBEN and AAU regarding the important role of PPP in the effective management of TVET in the 21st century.

Discussion

The findings from research question one, which seeks to find out the extent to which PPP can influence the optimization of financial resources for effective delivery of TVET programme, indicates that 4 items revealed that PPP to a very high extent can influence the optimization of financial resources for effective delivery of TVET programme. This finding is in line with the assertion of Fennell (2007) who noted that PPP strategy would make public expenditure more effective and in some cases would attract the financial investment from the private sector.

The findings from research question two, which seeks to find out the extent to which PPP can influence the provision of qualified manpower for effective delivery of TVET programme, indicates that 4 questionnaire items revealed that PPP to a very high extent can influence the provision of qualified manpower for the effective delivery of

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TVET programme. This finding is in conformity with Adewuyi and Okemakinde (2013) who asserted that PPP in Nigeria includes loaned executive programmes, where corporate executives work in specialized areas such as administration, staff development or resource management. This finding is also in agreement with the NBTE (2014) stipulated that PPP will bring on board training providers with relevant labour market expertise, resources and diversity of perspectives to skills development.

The findings from research question three, which seeks to assess the extent to which PPP can influence the procurement of material resources for effective delivery of TVET programme, indicates that 8 items revealed that PPP to a very high extent can influence the procurement of material resources for the effective delivery of TVET programme. This finding concurs with the opinion of Majumdar (2011) who asserted that most countries around the world have realized the need for industries to take an active involvement in the TVET programmes in order to help in evolving new teaching-learning materials that will keep in step with the latest developments in the international work arena. He also argued that many authors have underlined the importance of industries working closely with the TVET institutions and other agencies so that the students will have access to the latest technologies and equipment that are used in the shop floors and for the educators and trainers themselves to have some grounding on current industry practices.

The findings from research question four, which seeks to find out the extent to which PPP can influence the development of curriculum for the effective delivery of TVET programme, indicates that 4 items revealed that PPP to a very high extent can influence the development of curriculum for the effective delivery of TVET programme. This finding is in agreement with the assertion of Adewuyi and Okemakinde (2013) who pointed out that PPP in Nigeria includes: curriculum renewal programmes, where corporate executives work with educators to develop the curricula so as to reflect private-sector technology, standards and practices. Majumdar (2011) also noted that a stronger PPP can foster development of TVET curriculum that will further help to close the gap between the skills required by industry and those that students acquire at the end of the TVET programmes thereby helping TVET to respond to the skills needed by the industry.

Conclusions and Recommendations

Today, people live in a society that is faced with uncertainty which means that people are faced with the challenge and responsibility of continuously acquiring new skills. For this to materialize, greater emphasis needs to be placed on effective implementation of technically and vocationally-oriented education and training programmes. However, TVET is a programme that requires the provision of sufficient amount financial resources for effective provision of qualified staff, development of curricula that would reflect private sector technology, standard and practices; and procurement of a wide-range of modern facilities that would assist students to learn both comfortably and successfully. Based on this nature, successive governments have often claimed to be incapable of providing the required funds for TVET sector; hence it needs to provide an alternative approach for the effective management of TVET programme. One of such strategic approaches is PPP. This study, therefore, provides an empirical findings to better understand how PPP can serve as the best management practice for TVET programme in this 21st century.

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Based on the findings of the study, it was specifically recommended that:1. Governments should endeavour to mobilize the private sector actors in order

to meet the tasks of attracting the financial investment from the private sector into TVET programme, thus, making public expenditure more transparent and accountable.

2. Governments should endeavour to mobilize the private sector actors in order to meet the tasks of improving the effective provision of qualified manpower for the proper delivery of TVET programme.

3. Private industries should endeavour to take an active involvement in TVET programmes so as to evolve new teaching and learning materials that will help teachers and students to access the latest technologies and equipment in the international work arena and for educators themselves to have exposure on current industry practices.

4. Private industries should endeavour to work closely with TVET institutions in order for educators to partner with corporate executives for the tasks of developing and renewing the curriculum of TVET programme.

References

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Asian Development Bank (ADB) (2008). Public-private partnership handbook. Manila, Philippines. Asian Development Bank, 12–25. Retrieved from www.apec.org.au/docs/adb%20public%20private%20partnership%20handbook.pdf.

Asiyai, R. I. (2015). Challenges of quality higher education in Nigeria in the 21st century. International Journal of Educational Planning and Administration, 22 (1), 33-34. Retrieved from https://www.ripublication.com/ijepa/ijepav3n2_07.pdf.

Dauda, R. S. (2011). Health as a component of human capital formation: Does it matter for the growth of the Nigerian economy? Canadian Social Science, 7 (4), 207-218. Retrieved from www.cscanada.net/index.php/css/article/download/j.css.1923669720110704.../1876.

Ekpenyong, L. E., & Edokpolor, E. J. (2015a). Winning the war against unemployment and poverty in Nigeria: Is there a role for TVET-private sector partnership? The Nigerian Vocational Association Journal (NVAJ), 20 (1), 125 – 132.

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Federal Government of Nigeria (2004). National Policy on Education. (Revised). Lagos: NERDC, 29-35.

Fennell, S. (2007). Tilting at windmills: Public-private partnerships in Indian education today. Retrieved from http://www.educ.cam.ac.uk/recoup/WP5-SF_PPPs.pdf.

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international experience. Cheltenham: Edward Elgar. Retrieved from www.elgaronline.com/view/9781843765097.xml.

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Education and Training, University of Melbourne. Majumdar, S. (2011). Emerging challenges and trends in TVET in the Asian-Pacific Region. Sense

Publishers. Retrieved from https://www.sensepublishers.com/.../353-emerging-challenges-and-trends-in-tvet-in-th.

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Nwadiani, M., & Omoike, D. (2006). Financing primary, secondary and tertiary education in Nigeria. In J. A. Aghenta & E. O. Omoregie (Eds.), Fundamentals of educational management. Agbor, Delta State. Krisbec Publications.

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Odekunle, K. S., & Babalola, J. B. (2009). Impact of public private partnership on quality assurance management of higher education in Nigeria. East African Journal of Educational Research and Policy, 2 (4). Retrieved from www.http/citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.525.5742&rep=rep1...pdf.

Ogungbenle, S. K., & Edogiawerie, M. N. (2016). Budgetary allocation and development in Nigeria tertiary institutions. Igbinedion University Journal of Accounting, 2, 377-407. Retrieved from www.iuokada.edu.ng/journals/8FDCD7F46066C28.pdf.

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Oni, B., & Akinbinu, A. (2005). Public private partnership in Nigeria: A multi- disciplinary approach. NISER, Ibadan.

Roehrich, J. K., Lewis, M. A., & George, G. (2014). Are public-private partnerships: A healthy option? A systematic literature review. Social Science and Medicine, 113, 110-119. Retrieved from http://opus.bath.ac.uk/39287/1/SS_M_PPPs_Roehrich_Lewis_and_George_14.pdf.

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United Nations Educational, Scientific and Cultural Organization (UNESCO) (2013). Shanghai Update: Follow up on the UNESCO third international TVET congress, 1, Bonn: UNESCO-UNEVOC. Retrieved from: http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/shanghaiupdateJune2013.pdf.

United Nations Educational, Scientific and Cultural Organization (UNESCO) and International Labour Organization (ILO) (2002). Technical and Vocational Education and Training for the Twenty-first Century: UNESCO and ILO Recommendations (Paris and Geneva). Retrieved from: http://unesdoc.unesco.org/images/0012/001260/126050e.pdf.


James Edomwonyi EdokpolorAssistant Lecturer, Department of Education, Faculty of Arts and Education, Benson Idahosa University, P.M.B.1100, Benin City, Edo State, Nigeria. E-mail: [email protected]

Adesuwa ImafidonLecturer II, Department of Education, Faculty of Arts and Education, Benson Idahosa University, P.M.B.1100, Benin City, Edo State, Nigeria. E-mail: [email protected]

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THE PASSION TO TEACH: A DIALOGUE WITH BRIAN P. COPPOLA

Liberato CardelliniMarche Polytechnic University, Ancona, Italy

[email protected]

A Brief Biographical Sketch

Dr. Brian P. Coppola is Arthur F. Thurnau Professor of Chemistry at the University of Michigan. He was born in 1957, the same year that Sputnik launched, and was educated by many of the progressive school science movements of the 1960s. He excelled in the college preparatory program at Pinkerton Academy, in Derry, NH. He received his B.S. d egree in Chemistry in 1978 from the University of New Hampshire, where he also pursued his interest in art, particularly drawing. In 1980, during graduate school at the University of Wisconsin-Madison, while volunteering as the first study group leader in organic chemistry for the Greater University Tutorial Service (GUTS), Coppola had a chance encounter with Harry Behrman. Behrman invented the GUTS program as a part of his PhD in Education, and he ended up sitting in the back of Coppola’s study group room, taking field notes for his thesis. Every week, Behrman and Coppola had a few hours of intense conversation about education as a field of scholarly endeavor, the integration of which into science formed the foundation of Coppola’s professional interests and future plans.

Coppola earned his Ph.D. in Organic Chemistry from the University of Wisconsin-Madison in 1984, having already served for two years as a lecturer at the University of Wisconsin-Whitewater. Moving to Ann Arbor in 1986, as a lecturer, he joined an active group of faculty in the design and implementation of a revised undergraduate chemistry curriculum. His 1996-7 tenure review established a new policy within the College of Literature, Science and Arts at the University of Michigan, recognizing discipline-centered teaching and learning as an area that can be represented within the LSA departments (Huber, 2004). He was promoted to Full Professor of Chemistry in 2001-2.

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From 2002-12, Coppola served as the department’s fifth Associate Chair for Curriculum and Faculty Affairs, and in 2012 he was appointed as the first Associate Chair for Educational Development and Practice. In this capacity, he is primarily responsible for directing of the department’s future faculty program, in which undergraduate students, graduate students, and post-doctoral associates work with faculty members on teaching and learning projects within the department.

Working with a group of undergraduate research students, Coppola published a few noteworthy studies that contributed to understanding the influence of non-covalent interactions on the regioselectivity of 1,3-dipolar cycloaddition reactions of mesoionic münchnones (Coppola et al., 1993; Coppola, Noe & Hong, 1997). The centrality and power of the discipline plays a consistent role in Coppola’s work (Coppola & Krajcik, 2013). He has promoted the advantages of collaboration with colleagues in psychology, educational psychology, education, and the learning sciences, where the sum of expertise is greater than what an individual might bring to work in teaching and learning (Zusho et al., 2003; Coppola, 2013). Since he moved to Ann Arbor, the undergraduate organic chemistry program at the University of Michigan has featured a steady connection between the original literature, authentic learning, and research-based instructional design (Coppola & Lawton, 1995; Ege et al., 1997; Coppola et al., 1997; Gottfried et al., 2007).

Combining his experience with the GUTS program, as a graduate student, with his experience in art classes, as an undergraduate, Coppola and his student collaborators launched the Structured Study Group program in 1994, a peer-led, team-based supplemental instruction program that features studio-inspired assignments using the original literature, student-generated instructional materials, as well as proposing, planning, and carrying out modestly scaled research projects.

Coppola was an early contributor to the Carnegie Foundation’s efforts to define and develop the Scholarship of Teaching and Learning. His interest starts with understanding how scholarship in discovery science is developed through the special intergenerational communities we call “research groups.” As a technology, this strategy can be broadened to provide “teaching groups” as a way for any mainstream faculty member to pursue scholarship in teaching and learning. Future faculty education plays the key role in this plan. New faculty members, Coppola contends, should be as prepared to carry out their independent responsibilities for education as they are for carrying out their independent research careers (Coppola, 2007, p. 1905):

If scholarship not only includes the objects of and processes for carrying out scholarly work (informed, intentional, impermanent), but also pays explicit attention to how we educate the next generation (inheritable), then an approach where all of these pieces are staked out and allowed to grow together might be necessary.

Coppola’s new appointment in his department is associated with the establishment of budgeted positions for all members of the intergenerational community, from undergraduate students to postdoctoral associates, who wish to collaborate with faculty members on instructional development and/or assessment. This program provides a mechanism for energizing the consistent attention to teaching, in the department, that parallels its research activity.

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He is an Associate Editor for The Journal for Research in Science Teaching, and the co-editor, along with Joseph Krajcik, of two special issues of JRST featuring discipline-centered postsecondary science education research. Since 1998, he has been the editor in chief of The Hexagon, the quarterly publication of Alpha Chi Sigma, the professional chemistry fraternity. To his credit, he recognized the potential of a photograph, published in Scientific American, showing a chef making instant ice cream with liquid nitrogen. His short report in this Journal is the original source for this now-ubiquitous chemistry activity (Coppola et al., 1994); patent searches for the commercial deep-freeze processes always track the citation back to this paper. Looking back a little further, his first publications in this Journal, as an undergraduate, were a series of cartoons published in under the title Animated Alchemy (Jones & Coppola, 1978), a habit that has also continued (Hoffmann et al., 2008).

From designing multi-faceted learning environments to educational research, everything in Brian Coppola’s repertoire derives first and foremost from his internationally recognized excellence as a classroom instructor. A couple of generations of students, mostly interacting in large classroom settings (Coppola, 2002), have walked away with the lessons learned from a moral principle he calls “full human presence.” (Coppola, 2001) In 1994, Coppola received the 4th campus-wide "Golden Apple Award" for outstanding teaching, a recognition organized and administered solely by undergraduate students. In 1996, he was awarded a United States Department of Energy, Undergraduate Computational Science Education Award. In 1998, Coppola was selected as part of the first group of Carnegie Scholars affiliated with The Carnegie Foundation for the Advancement of Teaching's CASTL program (Carnegie Academy on the Scholarship of Teaching and Learning). Coppola received the Amoco Foundation Award for Excellence in Undergraduate Teaching (1999), the Kendall-Hunt Outstanding Undergraduate Science Teacher Award from the Society for College Science Teachers (2003), American Chemical Society’s James Flack Norris Award (2006). In 2002, he was elected as a Fellow of the American Association for the Advancement of Science. Coppola was named the State of Michigan Professor of the Year in the CASE/Carnegie US Professor of the Year program (2004), and in 2009 he was selected as the National CASE/Carnegie US Professor of the Year (for doctoral institutions). In 2012, he received the Robert Foster Cherry Award for Great Teaching.

In 1998, upon reflecting on the purpose and value of face-to-face interaction in classroom settings, Richard Zare urged the education principle of “Inspiration is more important than information.” (Coppola, 1998). Even then, before this new and wrong-minded era of reducing an education to counting and reporting correct answers on standardized examinations and problem inventories, Zare was appealing to the core values for what really inspires learning: the unique talent of highly knowledgeable individuals who can summon the thunder, captivating, persuading, and motivating a crowd to learn. The awards listed here share the common thread of recognizing the uncommon qualities of a great teacher of chemistry, able to teach and to inspire learning. We are abandoning this human element, a chance for spontaneity lost in the dark beneath the glare of computer-projected slides. What we may need is a return to core values, and increasing need for professional skills and (full) human resources to engage and motivate students to study chemistry.

While my interview with Professor Coppola does not reveal any ‘right formula’ for transforming students in class, it may cause you to disrupt and question assumptions and beliefs that you have about education. Agree or disagree, I am absolutely sure it does not

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matter to the Professor, because it will hopefully inspire Journal readers to think again about having the greatest impact in their privileged role of educating, and not just informing, their students.

The interview

Let’s start with a brief biography: How would you describe your early education? Why did you choose to study chemistry, and to become a teacher?

I had a love affair with education from the beginning. I started first grade at 5 years old, and I have two keen memories of that. On the first day of school, I recall the trauma of watching the parents all lined up along the far wall and abandoning this room full of children. This was upsetting and I cried about it. On the second day of first grade, I was still crying, but this was because I wanted to stay at school. The school called my parents to come drag me home at the end of that second day. I wanted to stay. I cannot recall not wanting to be a teacher. I was a good student, and I had some wonderful instructors. I idolized and emulated teachers. At some point during the fifth or sixth grade, I stopped going outside for break periods and started staying inside, tutoring and/or simply working with my peers on our lessons. I have been standing at the board, working with students, longer than I have been doing anything else.

My interest in science started in the sixth grade, thanks to Mrs. Marie Smith. I tracked her down in 2009 and learned her story. She majored in biology at San Francisco State College and never intended to be a teacher. Her husband, who was in the military, was stationed in New Hampshire. She grabbed a couple of summer certification classes at the University of New Hampshire, and took a job teaching science. By her own admission, she had no idea what she was doing, so she relied on her understanding of science. This is an important idea. Instead of rows of desks, Mrs. Smith’s science class was a series of stations set out around the room, each with something to investigate. The one I recall was a cup full of washers, some string and a stopwatch, where I worked out the relationships about pendular motion. That was the only year Marie Smith ever taught at the pre-college level. Her husband was transferred back to California, and she went on for advanced degrees in biology, taught at the community college level, and after serving twice as a Dean, retired as a Vice Chancellor.

I am not 100% sure where my interest in chemistry came from. I think part of it is my contrary nature (no one likes this, so I am going to), and part of it was the freshman science program in high school: 1970-71. We used the National Science Foundation’s “Introductory Physical Science” (IPS) program, which was launched in 1967 as one of many post-Sputnik science reforms. What I recall of those many IPS experiments and demonstrations are all related to chemistry: distilling a wooden splint for methanol, collecting hydrogen gas from combining zinc turnings with acid, and the classroom demo of temperature/pressure relationships using some sort of large piston and a bouncing diaphragm of ball bearings.

I graduated from Pinkerton Academy with the prize for achievement in chemistry, and I entered the University of New Hampshire, as a chemistry major, in 1974. I loved organic chemistry, and I had a terrific professor: Robert E. Lyle. Bob was another in a long string of dedicated educators who knew that an important part of the job of being a good

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teacher is identifying and nurturing the next generation. He invited me into his research group (my reaction: “really … can I do that?”). Bob moved to Texas, and I finished up with the new hire, Gary R. Weisman. Both Bob and Gary were graduates of UW-Madison, so it is perhaps not so shocking that I ended up there.

I worked with Barry M. Trost for my PhD, and Barry’s eye was squarely centered on his students’ educations. You see these things in retrospect a lot more clearly than at the time, for sure. But I repeat often the story of what he said in 2001, at the symposium organized for his 60th birthday (paraphrasing): my colleagues confuse me with their perpetual insistence that research productivity is the first and foremost outcome from academic science. When I look around the room, what I see is the real outcome: educating people and getting them out into the world. After all, if research productivity was, in fact, the primary outcome, why do we spend all of this time doing it with untrained scientists? I think this is such a marvelous way to make the point.

During graduate school, I volunteered my teaching services to a new organization on the Madison campus called GUTS (Greater University Tutorial Service). At the time, GUTS was the graduate project of some students in the School of Education, and they were running this as a student organization out of the Union. Every week, I was leading a discussion group made up of 10-12 students drawn from multiple sections of the undergraduate organic chemistry class at Madison, and I was flying by the seat of my pants in terms of what I knew of their curriculum. In some respects, I was Mrs. Smith during those sessions: relying on the science.

This experience provided me with a life-changing encounter. One of the graduate students whose project this was, Harry Behrman, was still collecting field data about the project and ended up observing my sessions. Over the course of that first year, Harry and I met for a few hours, most weeks, and I picked up an informal education in Education as a formal area of study. It was during these sessions that one of the most important Trost-inspired messages collided with my prior and total ignorance about the field of education: identify a hard problem to work on, and do it creatively. At that moment, I could see the place and value for what I would, by the early 1990s, start calling “discipline-centered teaching and learning,” an interdisciplinary area that emerges from the combination of one’s understanding of a subject area with ideas from education. Really, I think Mrs. Smith invented it.

Most of the rest of this story, related to how this work turned into a tenured faculty line at the University of Michigan, is contained in Mary Taylor Huber’s book, Balancing Acts: The Scholarship of Teaching and Learning in Academic Career (Huber, 2004).

You have worked in the laboratory: could you mention some results you obtained?

I love physical organic chemistry. You can design subtle, structurally based experiments; you can usually make the substrates you need; the experiments can be carried out quickly and on huge populations of self-equilibrating particles; and you get exact answers, at least in terms of the outcomes. Compare that with dealing with statistical inference, or with sitting under the earth waiting for a stray neutrino to come your way! I’m mostly kidding, here, because I am glad other people do all that stuff. But there is a lovely tangibility to tinkering with molecular structures, and then watching to see what they do, that I do not think we chemists do the best job in conveying.

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We studied one of the 1,3-dipolar cycloaddition (Huisgen) reactions notorious for giving low regioselectivities. Mesoionic münchnones, derived from the cyclodehydration reaction of secondary amido acids, give kinetically controlled cycloaddition reactions with acetylenic dipolarophiles to produce, after releasing carbon dioxide in a cycloreversion, pyrroles. The original synthesis of Atorvasatin (Lipitor) relies on one of these reactions.

In our studies, using isotopic labels, in one case, and using slight structural variation in the other, we were able to demonstrate that the regioselectivity in these reactions appeared to be more profoundly affected by non-covalent interactions, with some strong inferences about an unsymmetrical transition state structure, than the prevailing use of the Frontier Molecular Orbital model (Coppola et al., 1993).

In 2009 you were awarded the prize “US National Professor of the Year” because of your “extraordinary dedication to undergraduate teaching” What qualities do you think are relevant for teachers?

If I may reflect on the question for just a moment: it is asked sincerely, but follows from a fundamentally flawed premise, namely, that by listing these qualities one can do something with them. Let’s shift the frame of reference for a moment. If you were interviewing Martin Scorsese for his Oscar-winning directing, and you asked him what the qualities that are relevant for directors are, he might answer this way: learn how to tell a good story. I am tempted to answer the same way.

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I think that designing and implementing formal instruction is one of the most difficult and demanding performances that humans undertake. Few can do it extremely well and that many can do it in a serviceable way (NOW I am going to get into trouble). All of the typical performance-based professions share this character. Visual arts, dance, acting, music, and so on, all involve the deep personal experience of people with the world, and conveying how they see it through their particular instrument, in an attempt to get you (the viewer) to understand what it is about the world that they understand. They seek to evoke the understanding they have about the world, in others, which is not a bad way to think about what we mean by teaching.

Classroom or school-based instruction is, to me, a performance. Like a musician, we use “notes,” but it is astounding how often the notes are confused with the performance in teaching. Think of the range of quality that occurs every day as however many individuals around the planet take up a given musical instrument to play a given set of notes. The virtuosos take their background, their experience, their view of the world, and try to express that understanding in a way, that evokes that understanding in those who are listening. The virtuosos may be playing the notes, but they are drawing everything of value from what is not written – call it “reading between the notes.”

From person to person, the notes are exactly the same, but the combination of experience and ability results in an incredible diversity of performances. How many of these performances are horrible? How many are technically competent but evoke nothing? How many inspire understanding in a few? How many inspire everyone? In the performance arts, we make a keen distinction between technical competence and artistry. In the latter case, we see someone do something, and then we shake our heads and wonder “how the hell did he or she just do that?” This, to me, distinguishes the technically competent teachers from the outstanding ones.

As a teacher… as an effective teacher… you have to start with your deep understanding of the subject, about the nature of learning, about the audience, and you must not only write the symphony, you need to direct it, produce it, and then take the starring role. And without a doubt, just as when you are sitting one or one with a friend, you need to be able to read the most subtle clues in the reactions of your audience and, more often than not, re-write, re-direct, and re-produce your plan on the fly. Of all the different sorts of performance arts, I think that teaching most closely resembles improvisational jazz.

Some of the first students I ever had saw me doing this on-the-fly activity once in the middle of class, whereupon I erased the board and re-did what I was trying to say in a much more effective way than I had planned. One of them asked “Did you just figure that out?” and I replied “yes.” “So I take it,” the student remarked, “that one of the secrets of teaching is making something you learned only a moment ago look like something you have known all of your life?”

Moving away from this extended metaphor for a moment, the field of education calls this improvisational skill “Pedagogical Content Knowledge.” More than just an understanding of your subject, and more than just an understanding of pedagogical strategies, PCK represents the strategic, in-the-moment choices that an effective teacher makes when thinking about how to evoke understanding in others. PCK involves the right diagnosis of what the challenge is in learning something, combined with the treatment (the right analogy, the right example, the right exercise) that exactly targets the problem that the learner is having.

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PCK is also at the heart of a truism: the skills of an excellent scientific researcher contribute to being an excellent science instructor. Again I get into trouble, because this is a hard pill for some to swallow. I do not think that all good researchers are good teachers, but if you take a PCK argument for what constitutes effective instruction, then one of the necessary conditions is that you have lots of authentic experience thinking about and doing science. When the time comes to face a bunch of students who have still not understood what they were trying to learn, effective teachers need to be able to plumb the depths of their own understanding in exactly the same way they make effective arguments in research. But this is not enough, because the effective instructor also has to repackage that knowledge and present the task, whatever it is, in a way that makes defensible sense for the intended audience. Knowing something is not the same as its effective explanation.

I’ve been at this for over 30 years now, and I still, on nearly a daily basis, find myself thinking in terms of what I know from doing science well, from the wealth of examples I know from the literature, and from the practices that characterize “the way science operates.” At some point, less than a few weeks into any class I am teaching, the most recurring phrases I want to start to hear from my students are “what is the observation?” and “what are the data?”

Even if students think differently, we believe that students are “best served by consistently being led to value discovery and true understanding.”(Hoffmann & Coppola, 1996, p. 394) How can we wake up the qualities that are in each student’s mind?

I like the way you have posed the question, so let me linger there for a moment because the subtlety is easy to miss. You did not ask “how can we place it there?” or “how can we teach it? But rather: how can we wake it up? Without stumbling into an extended nature/nurture argument, I think that the basic qualities for curiosity, creativity, imagination, analysis, and all the rest, are intrinsic to the human condition. What we can do for one another is to model the refinement and infinite expression of these qualities, and push to construct environments where others can learn from what we have learned.

I fully hope and expect that most of my students can exceed me in the expression of many things, but I also think I can exceed them in my ability to get it out of them… to leave them “a bit more awake” than when we first met. Honestly, I hope we all do this for one another, all the time. Teach me, because I love to learn. And because I love to learn, let me teach you something. The formal educational setting is only one place for this, but we hope that by coming together specifically for this purpose we can move more deliberately and efficiently than haphazardly.

As a teacher, I try very hard to construct this picture of myself as a learner who is merely sharing learning when I think about how to best inspire the development of these qualities in my students. I am convinced that 100% of my students can advance, and in doing so simply pick up on the aspects of these qualities that I am constantly illustrating and modeling. They might make greater, fewer, and different mistakes along the way. They might move at a slower or faster rate. But every student can make progress. I believe this and I tell them this, in my words and in my actions. If I do not believe this, they never will.

And certainly the converse is true. I have the same reaction every time I hear an instructor tell me, even before a course begins, all the reasons why the students will not

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be able to succeed: they do not have enough math skills, they do not speak English well enough, they scored low on some test, they are a bunch of grade-grubbing pre-meds who do not care about learning, and so on. “If you truly believe this,” I say, “then this is exactly what the outcome will be.”

What are the best practices in the Teaching and Learning of Chemistry? What are the advantage of team learning you suggested? (Varma-Nelson & Coppola, 2005)

I think Heisenberg’s famous idea about scientific uncertainty, that “method and object cannot be separated,” (Heisenberg, 1958, p 29) is broadly applicable, so the question of best practices to teaching and learning must also ask: best practices for achieving what? The choice and success of a teaching method is linked to an instructor’s objective. For example, I am less interested in whether hundreds of first-year university students recall the details of some organic chemistry mechanism and more interested in improving their ability to learn as well as in acquiring some enduring lessons, both which can be attached to learning the subject.

Enduring lessons include skepticism, the reliance on data and observation, the critical use of alternative hypotheses, comfort with ambiguity and the construction of the most defensible argument, Occam’s Razor, the ability to convey a coherent argument, interpersonal negotiation skills, leadership, and so on, I do want students to retain a level of functional literacy about the subject matter so that they are comfortable with it when it comes up while they are watching Breaking Bad or listening critically when someone is trying to sell them a “chemical-free” product. And I certainly do not reduce the significance of the subject matter, by any stretch of the imagination, but I see the subject equally as serving an allegorical role. I cannot walk into class and say, “today you will learn about skepticism.” Understanding skepticism is one of the morals of the story of science, while the facts and ideas of the discipline are the story I tell to achieve an understanding of the moral of the story: the enduring lessons.

The practices that strike me as the best ones are:(1) Old school instruction: telling an evolving story, and learning how to do this well,

including getting feedback, in rooms with hundreds of students. I have said often two things would improve the state of higher education overnight: eliminate Powerpoint™ and its ilk, and eliminate multiple choice testing. For all of the attention that the latest generation of classroom tricks has gotten, a simple fact is overlooked: an effective instructor can use a wet crayon on the sidewalk and do an excellent job. As a profession, I think we have lost an important connection to the true art of interactive and persuasive oral rhetoric (and good board work).

(2) Intellectual honesty to the subject matter. I want students to learn about the science of chemistry, not just learn how to do well on chemistry tests. I have zero tolerance for any other point of view. I know all the mantras: “But the students these days want this or that… but the students will give me bad ratings… but the students need to take the Medical College Admissions Test (MCAT)… but…” I simply do not care. Period. If I wanted to work at a test preparation company, I would do that, and I would do it well; but it would look quite different from what I do now.

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(3) Team based, or peer-to-peer, interactions. There is a lot of rediscovery and rebranding about team-based learning that has gone on, as people have scrambled to try and take ownership of an idea that is as old as humanity: telling the story of what you know to someone else, that is, teaching them, is a unique and indispensable part of learning. This lesson is critical to academic success because we invariably assess student understanding one way: we ask them to teach us, at least when the questions are open-ended, case studies, and/or based on data. What Elaine Coleman, more than anyone else I know, demonstrated empirically, years ago, is this: when you are cognitively aware of the future need to teach something to someone else, you will learn it better – the first time. (4) Pedagogical coherence. As a community of organic chemists, for example, we really do not sit around and talk to one another about strategies for teaching organic chemistry. I am fortunate to be in a department, whose culture has grown in exactly this direction. Our multi-section courses have evolved with a great deal of coherence in the strategies and bottom-line message about the subject as we teach it. This has resulted from years of actually talking with one another and seriously building up a way of approaching, thinking about, and teaching the subject.7 I have taught in a few other universities over the last couple of years, and I am certainly familiar with lots of departments. The advantages of a coherent program are that you actually improve the way you teach, you learn about the subject in ways you did not before, and the students do not end up with the sense that the different sections are competing with one another. Arguments that an individual is exercising academic freedom in teaching whatever way they want is just a misunderstanding of what academic freedom means.

Education

Can you describe anecdotes that depict the effectiveness of your teaching strategies?

I would say that it is having students achieve at levels that surprise them. One of the reasons I like teaching organic chemistry is that it is so easy to connect students with the actual work of a scientific discipline, from tying lessons together with stories about how knowledge is generated to the use of the primary literature for writing relatively open-ended exams that can be administered to 1500 students in an introductory class. This level of exposure to science is new to my students. As a scientist, I care about one overriding lesson: when students encounter new information, the first two questions they need to consider are “Do I believe this?” and “Does the evidence warrant the claims?”

Every year, then, since 1994, about 100-120 first-year students taking second semester organic chemistry transform a set of contemporary research articles into teaching materials for each other. We internally publish this 250-page book, and launch its companion web site, a multimedia feast, about 2 weeks before the final exam. This is peer-reviewed, student-generated work on which I base the questions for their final exam. My challenge to them is extreme: as good as the work is (and it is excellent), I base my exam questions only on whatever errors remain in their book. Inevitably, the students figure out that they (as a class) need to reserve a classroom to work with one another, as a cooperative community, in order to study for the final; after all, if they find something in their book or web site about which they have a question, they know who the authors are!

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On the first day of this class, my students are stunned because their laboratory syllabus after the mid-term break is literally blank. Once again, they use the chemical literature to devise simple, yet original, research proposals for what ought to constitute their work during the second half of the term. From about 30 team-written proposals, the class is responsible for reviewing and narrowing the field down to the best set of 4, at which point we order the necessary chemicals and have them ready for when the students return from Spring Break.

Whether it is the students who are taking these classes, or the ones who return to it and work as my collaborators – my teaching group – in order to be able to pull these things off, I think the effectiveness has two components. First, all of this crazy stuff gets done, and it is done well. You can push people pretty far beyond their expectations if you can figure out the right way to do it. Second, the important lessons seem to stick. One of my colleagues used a phrase, a number of years ago, to describe the character of the students who came out of these courses. He said that they had “naïve courage:” they did not know everything, but they thought they could do anything. They were not afraid to try new things, and if they did not know something they would automatically engage whatever resource they needed to learn from. He wished he had more graduate students like this.

First and last days of class are often memorable, and December 11, 2013 was a standout example of the latter. A few minutes before my 8:00 AM organic chemistry class, where the topics included the molecular basis of cockroach sex and how scientists clip the antennae of moths to electrodes in order to detect pheromones (don’t ask), a tall student named Abdallah walked into my office. “May I read something to you?” he asked. “I wrote a poem for you last night and I want to read it to you.” How can you say no to an offer like that?

An Hour of Knowledge

If Organic Chemistry was discovered by the Greek gods, It would have been make-believe.Then Coppola lecturing every morning, Would be the equivalent of Winter time leaves.

Even then we’d fight for front row,Everyone equipped with fishing rods.

And although it’s too early for brain fluids to flow, We still ensure him with false nods.

His words are ice shards. His breath is ten degrees beneath freeze,Of liquid helium, yet we still come, Under prepared wearing short sleeves.

Breathe, you will make it through the hour, Keep your gaze focused,Coppola’s jokes are as funny as a flower And his looks are like a punch line joke.But that’s only because they’re the best part.

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Looking at his head,Is as warm as a mother’s heart. Try and read his eyes,You wouldn’t know where to start.

He’s fast at answering emails,Quicker than a ninja’s flying dart. If you ever go shopping with him,You better bring a big cart.

Auditorium with four hundred students,Something is making this place go. Protons and neutrons down below.Electron orbitals shine their shadow. Static forces are negligible,It’s the scenic exchange of knowledge,

Keeping the students inflow.

Coppola, you make chemistry glow, You keep me up and fighting,Staying toe to toe. If this organic chem’s an axiom,Then man you’ve got an afro.

You wear Wisconsin shirts on Mondays,To keep us all from falling asleep. But you make all our days fun days.So we don’t consider counting sheep.

You can be shallow at times,But that’s to remind us that you’re deep. You drive through our heads like the new Dodge Durango jeep. So reap at our minds Coppola, reap!Just clean the mess afterwards, A quick mop and sweep.

As this semester comes to an end, This hill is getting increasingly steep.And this may sound awkward,

Professor, this may sound cheap.I don’t cry very often, But my eyes are starting to seep.I took an hour writing this out, Not just for you to keep.I also wrote this poem because

I’d hate for you to see me weep.

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At 9:00 AM, after that last class, after some applause, smiles and handshakes, Callie, one of the students who sat in the front row, handed me a densely inscribed card. She wrote, in part:

… When I first heard about classes, the “worst weed-out class,” everyone said, was Orgo I. It was hard, brutal, and destroyed a 4.0. Leaving this class, I couldn’t see a characterization farther from the truth. I am leaving Chem 210 with a deep understanding of the topics covered, an invigorated excitement for learning science, and – most importantly – a lot of really close relationships. Beyond the academic merit of the course, for me, the biggest gift has been the integrity that course has given me. First, integrity towards learning. Your dedication to your students and your discipline has always impressed me. I can’t say how many of my peers have told me how much of an impact you have made on their 4 years at Michigan, and because of you, chemistry has gone from being my least to most favorite course. Second, I feel CHEM 210 (especially SSG) has given me a deeper sense of integrity towards the scientific disciplines in general. Orgo has not only taught me problem solving skills that have changed how I approach the world, but also an ethical paradigm with which to interact with it. More so than other courses, I feel the portable skills learned here have deeply influenced by approaches. Finally, I want to thank you for the incredible community CHEM 210 has given me. Without your emphasis on group collaboration, I wouldn’t have met a group of amazing people. People see chemistry as such a hard science, but you have made it into a community, a home. You are changing lives every day – how many people can say that? – and are inspiring many others to do the same. Thank you for making my first freshman semester one I’ll never forget. Namaste

Can you involve students actively in a large class in a fixed-seat auditorium? If so, how?

The short answer is yes, you can. Let me start with the underlying assumption that pervades education today, because it derives from the overwhelming shadow that accountability has cast over everything: the students need to be able to get answers to test problems correct. It is easy to measure this, and so it dominates. From personal response systems and small group work to flipped classrooms, the focus is quite squarely on reducing the DFW (D grade/ F grade/withdraw) rates and increasing overall test scores. Unfortunately, the effect is difficult to claim as anything other than creating better test-takers.

In my world, the college or university education experience is still about much more than GPA. I feel a keen obligation to keep the development of academic and moral intellect as the primary goals. I see an incredible difference between the focus on classroom and homework that dominates main features of the high school learning environment and the mastery of multiple and diverse resources that should characterize higher education. I want my students to learn organic chemistry, and all the appended gifts to their education that come with that, and not just how to do organic chemistry problems.

Frankly, I think the academic culture has lost this sense and replaced it with nonsense. Now, do not get me wrong: subject matter mastery is the vehicle through which the

lessons are delivered, and conceptual understanding is a key component. But so is helping to improve students’ abilities to learn independently, particularly how to sort through the many strategic options for learning that are available to them and matching them up to

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themselves and to the learning task. This is called self-regulated learning. And there are appended lessons that come along with learning that are as difficult to teach as they are important, which are collectively relative to the traditional liberal arts outcomes. In science, in particular, things like skepticism, learning from failure, comfort with ambiguity and embracing uncertainty are things we can provide better than some other fields. Read again what Feynman said about Cargo Cult Science.

One of the nonsense assumptions of modern higher education is that the classroom in university occupies the same ecological niche that it does in high school, and so, in turn, do the teachers. I do not put all of my eggs into the basket of the classroom. It serves its purpose, but it is not the whole picture. And if a college or university instructor opines that their students just will not work out of class time, then that person has capitulated and gets exactly what is anticipated.

What I aim for with a class is an effective interactive performance, and I am using that term in the way I would if I was an actor, a musician, a dancer, or even a preacher. In an effective performance, you evoke an understanding through your expertise in the medium in a way that gets your audience to begin to appreciate what your years of experience, training, practice, and yes, your gift, brings to an interpretation and conveyance of feelings and ideas. Effective performance captivates, makes you think and want to remember even while you are listening, and you want – sometimes need – to reflect on that experience with others after the performance, to deconstruct it and construct your own understanding.

If you visit my classroom, then, you see a place (a) where I am concerned with the understanding of the subject, (b) where I am always looking for places to inject ideas related to learning the subject as well as the appended lessons to the subject, (c) where I have trained 300-400 students to be engaged in the performance to the point where when I pause in the middle of a sentence and expect them to have been listening, that they have been, and collectively, as a chorus, they do in fact fill in the words, (d) where I might pose small, fast questions 5-10 times in a minute, sometimes, and expect most of them to respond, collectively, as a chorus.

Choral response is difficult to impossible unless you can convince an audience to be listening and processing. And up in the front of the room, your ear can get tuned into some obvious differences: what does 400 people saying the same thing, quickly and with confidence, sounds like? What does 2, 3, or even 4 different answers sound like? What is the difference between a quarter second lag and a one second lag? What do the decibels tell me able their level of confidence? I can do this on the fly. I can then adjust immediately the direct in which I was headed, and then ask another question to see how that is going.

What must be the role of the laboratory in chemical education? How it is possible “act as scientists and learn as a scientist learns”? (Gottfried et al., 2007, p 265)

I have prided myself on being a good experimentalist, not only in the design of experiments but also in carrying them out. For a few years after I left graduate school, people who needed to reference my notebooks, for example, took the time to compliment me on my work. All of which is to say that I think the experimental aspects of science are important. Let me be clear: if you know the outcome, it is not an experiment. Learning how to translate this into undergraduate laboratories is extremely difficult, particularly on

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a large scale. And like high school, the training and experience of the in-class instructor is the biggest variable. The less well trained or experienced a person is, the less capable they are at truly designing and implementing effective instruction, and you end up with exercises rather than experiments.

Over the years, I have been inspired by the idea that even a small unknown is still an unknown, and so experiments can be done in classroom settings. I want students to have a hand in developing their skills, in being able to contribute to design, and to have to rely on the interpretation and evaluation of data. I do not think that every student needs to maximize the yield of benzoic acid as derived from phenyl Grignard and dry ice. But we have figured out a way to make this an interesting experiment. As it turns out, there are byproducts in this reaction that have been systematically excluded through the classical experimental procedure. One of these is biphenyl. One way to get a couple of good years of experimentation out of the benzoic acid exercise is to ask the question: how will different experimental conditions effect the distribution of products? A hypothesis can be created and tested. The results are what they are.

One design that I like is to find some simple organic methodology that has been reported on 10-15 substrates, and which, according to the literature, can be realistically accomplished in a standard undergraduate laboratory period. Then I will devote three weeks to this. During the first week, I will ask students to practice developing their manipulative skills be reproducing a literature example. Next, I will buy some of the related by untested substrates, and then ask them to see if the procedure works on that substrate. And finally, whatever that result, I want the students to swap substrates and see if the result can be replicated.

The rise of instructional technology can deeply modify higher education. (Pienta, 2013) Will teachers be replaced by computers?

This refrain has been sung time after time. The rise of books, postal service, radio, television, and the internet have all heralded the end of education as we know it. But as long as we hold the highest values possible as the outcome from education, then this is not related to the medium, it is related to the message. Tools and the use of tools always depend on the skill and talent of the human mind and body. If you give me a Stradivarius violin, I will not play it any better than I can play a tin can outfitted with a stick and two strings. As your skills to learn improve, it becomes easier and easier to learn on your own, through a variety of media. I think it’s a mistake to confuse the direction of the arrow, there.

Motivation and cognition are important in the learning of chemistry. What role does motivation play?

As far as I know, motivation is important for learning everything, so I do not think it is possible to find anything special about chemistry in there. Motivation is a combination of extrinsic and intrinsic factors that tie together deeply the twin features of goals and effort. Extrinsic motivation derives from external reward. The part of the work you do for your salary. The things you do for praise. The work students do for grades, letters of recommendation, and so on. There is a tendency by some purists to discount the value of

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extrinsic motivation in favor of intrinsic motivation. I do not see it that way; I definitely favor a combined and aligned pairing of doing something for its internal, intrinsic value, and then tying the external reward structure to having done that.

Intrinsic motivation has gotten the most attention because of Mihaly Csikszentmihalyi and his notion of “flow.” The original Optimal Experience book is excellent (Optimal Experience: Psychological studies of flow in consciousness). If you imagine a coordinate system where “effort” is along x-axis and “challenge or skill level” is along the y-axis, then Csikszentmihalyi, in his studies of people who achieve at high levels in areas of little extrinsic reward (mountain climbing, for instance) all described a diagonal balance between effort and challenge. That is, as you expend effort (strategic thinking, practice), you want to see it pay off in getting better at whatever it is you are trying to do. But if lots of effort results in small or no gains (slope = 0, in the limit), then there is no motivation to continue (no improvement). If only a little effort is needed to get great (slope = infinity, in the limit) then there is no need to expend more effort thinking about it. What Csikszentmihalyi found was that people persisted when the ratcheting of skill level and effort was well matched. The next moderate level of challenge would motive the effort, and the effort was rewarded by increased skill. He called staying moving inside this zone of continuous improvement as being in the flow, a term originally used by some of his subjects. If you fall outside the flow, because effort does not pay off, or the challenge increases rapidly, your intrinsic motivation falls off.

For educators, these ideas align strongly with Vygotsky’s notion of identifying the Zone of Proximal Development for students: those challenges that are not just the same as what has been done before, but which builds on it (prior knowledge) and is also not so far outside their reach based on some rational effort. Providing guidance to students as they move into this challenging territory based on our own expertise (scaffolding) is reasonable.

You talk about communication of knowledge, connections, stories, improvisation: what is the recipe that make your lectures memorable?

I think there is a list of ingredients, but even then, you cannot infer the recipe from the ingredients, and if you cannot describe what I think is an internal, tacit process for how things are combined when they totally depend on the context and the audience. I think some critical ingredients that work for me are as follows.

(1) My understanding of the subject matter. This is the well from which good teaching flows. It is a necessary but insufficient feature of teaching excellence. I see there is an entire question on this later, so I will defer to some of those others, here.

(2) Performance, as I have described it, which is the ability to take meaning from information and convey it in a way that allows others to take the meaning without necessarily having had to experience it. If you have ever had an emotional reaction to the work of an actor, or a musician, because they conveyed, through their performance of a script (notes) a sensation that caused it to be evoked in you, then you begin to see what I mean. If you think you can go into the classroom and do what I do because you ask me for me notes, then you do not understand, because you have no idea how I play them! The performance is how I enact what I understand based on the notes.

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Performance, as I have described it is the key to an effective act of persuasive oral rhetoric. Although we know that an audience can only put up with 15-20 minutes of droning before they need a break, we also know that people can be attentive to movies, books, games, theater, concerts, etc., and sometimes under less than ideal conditions, but sometimes with as much (I would argue) that is being learned or demanded of them, for hours! This contrast does not support strongly the interpretation that “the lecture format” is intrinsically bad, but rather that the level of performance needs to be high enough, and that the narrative flow (sic) needs to be coherent enough, so that you are in the zone of your audience. David Feldon points this lesson out quite well when he says (paraphrasing): do not confuse the bad use of a method with the use of a bad method.

(3) Interactive improvisation. We do this all the time when we talk with people. I say something, and I seek out, elicit, or pay attention to the clues that let me know if you have understood what I am saying, that is, if you learned it. If not, then I back up, ask questions, let you reflect back to me what you heard, and we go back and forth to construct a common understanding. The more what I am trying to tell you sits outside of your experience, the more it falls to me to try and take your prior knowledge and find the entry points for you to get my meaning. Lateral thinking and analogical reasoning play large role in this.

(4) The “gotcha moment” of good storytelling. Good stories have a few recurring features. Sometimes, a person looks at something you have seen all of your life, and brings a kind of sideways perspective that you never thought of before. George Carlin was good at this. Sometimes, you know a person is laying all the items out in front of you, and no matter how hard you try, you cannot see the interesting or surprising denouement that will bring all the information together in one fell swoop. Paul Harvey was a master of this, as was Isaac Asimov. I think this happens in good teaching all the time, as the apparently diverse and disparate information congeals under a single conceptual understanding – we call it The Big Picture. And I am a fan of Big Picture instruction that is, not keeping the punch line a secret, but moving back and forth between the big picture and the puzzle pieces that make it up. That moment of synthesis needs to be within the zone of proximal development of the students however, or the big reveal will just be a big dud.

(5) Teaching by example, not just teaching the examples. In September 2009, Ben, a student from the first class I ever taught as a professor, back in 1982, died in a freak accident. He was a beloved country doctor in Wisconsin, and his best buddy (Greg, also a physician) wrote to me. I had not heard from either of them since they graduated, 25 years earlier.

Greg wrote: “Ben and I always saw ourselves as teaching our patients according to your example. The memory that just stuck with us was you sitting on the edge of your desk before starting a lecture. I don’t know if you did that on purpose, but I have to tell you, that casual act helped disarm a lot of the intimidation and fear Ben and I had about organic chemistry. It was a brilliant teaching move. We used our own version of this all the time.” At its best, education blends multiple lessons that include the subject matter along with every choice, large and small, that a teacher makes.

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Scholarship of Teaching

Does a university teacher’s understanding of the subject matter they are teaching have anything to do with the scholarship of teaching?

I am a strong advocate on this point: I think that subject matter understanding has something to do with everything when it comes to teaching and learning. I do think it is necessary and not sufficient, because there are other factors. My expertise is my foundational strength in teaching science. The emergence of discipline-centered teaching and learning at the post-secondary level has made the last 30 years pretty interesting. Joe Krajcik and I covered what I think are some of the salient features of what makes the discipline such a central feature (Coppola & Krajcik, 2013).

As an organic chemist who continued to enjoy doing organic chemistry with my undergraduate research students, my understanding of the subject matter is inextricably tied to my understanding of how the science is done. My argument is that truly discipline-centered work means that the factual subject matter cannot be pulled apart from the experimental methods, the epistemological orientation, or the collection of feelings and behaviors that all go into carrying out science.

One of the reasons I love teaching organic chemistry is that I think it occupies a special place in science instruction. At least in the United States, it is the first time that students are taking a course that is an actual area of science, and one that is most likely taught by a practitioner of that particular subject area. Think about it. Until organic chemistry, it’s all been General Chemistry, General Biology, and so on. As students move on, it gets more and more likely that their professors have research expertise in the area being taught, and this gives (I would say) at least the potential for a huge difference compared with introductory classes. I am convinced that this deep, inextricable connection, and my awareness of it, makes me a good organic chemistry teacher but would make me, at best, a mediocre physical chemistry teacher.

I think this same disciplinary understanding means that I can design and implement instruction in ways that non-organic chemists cannot do, and I think I can design, carry out, and interpret the results from experiments in organic chemistry education research that a person who is not an organic chemist cannot, either.

You observed that “understanding that students are learning better is a more complicated problem than determining percent yield and purity” (Coppola, 2007, p. 1909). Instead of blaming high school teachers, how can the universities help them in enhance their professionalism?

Although it sounds like I am blaming the high school teachers, I am really being critical of the system that trains them, and the much larger academic and societal context in which all of that sits. All of my best ideas are simple and unworkable (Coppola & Zhao, 2012): (a) give all teachers an across the board raise by making school teaching a tax-free profession; (b) make it a law, through the national accreditation process, that universities must demonstrate convincing and substantial collaboration between disciplinary units and the schools of education on the question of teacher training and continuing education.

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In my few associations with the teacher education community, I am struck by a deep tradition of conservative, traditional strategies that are clearly not doing the job. I was dumbfounded, years ago, when a publisher told me to assume that 75% all people standing in front of a chemistry classroom in the United States have one year or less of college chemistry. If I can think of those two crazy ideas, above, then why do we not at least hear about the top 100 crazy-but-big ideas about how to make systemic change, rather than the vested interests of people who are trying to sell their pet programs?

I think models for sustained relationships between universities and schools are a possible key strategy. For a few years, my former U-M colleague, Joe Krajcik, and I, implemented an idea we called FUTURE (Foundations for Undergraduate Teaching: Uniting Research and Education). We had a little money to work with, and we went out into the Southeast Michigan community and asked teachers to be the Principal Investigators in their own classrooms. We did not go out with a curriculum, nor did we go out with a pre-set agenda. We went out with a question: is there something you have always wanted to do in your classroom that you have not been able to do, for whatever reason? We are not interested in wholesale curriculum reform, we are interested in a lesson, a lab, anything that answers the question for one teacher in one classroom. We then offered resources, the most important one was that we would set up a match-making between them and two or three undeclared first-year undergraduate students who were enrolled in science classes and who would be that teacher’s team.

The teachers came to campus and described what they wanted to do on some poster boards and easels. These were often modestly described ideas: a lab that uses probeware, a lesson in green chemistry, something to do with oxidation reactions. The teachers put up their schedules, and undergraduates were invited to the session to see what was intriguing to them, and whether their schedules might match up.

For the first half of the term, the 2- to 3-student team was the R&D group for the teacher, who was the project director. With a few on-site classroom visits and some email conversations, the students and the teacher developed lesson plans and materials for a 3-5 day intervention derived from the teacher’s interest. On campus, we provided consultant graduate students from education and from science, and access to laboratory resources. We bought what we needed (like the probes) with the idea of creating a repository of tested lessons and materials, over time. We provided modest stipends to the students and the teachers for participating. During the second half of the term, a time was arranged for the students to join the teachers in their classrooms and co-teach these lessons that they developed, as a team.

Within just a few semesters, we had hundreds of students working with teachers, and began to create a sustained relationship between the university and a set of local schools, particularly some in highly underserved areas. Every teacher who started with us would return the next term to further refine the idea or pick up a new one.

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Because fewer students are attracted by science, maybe we as teachers scare them. What advice could you give about a suitable curriculum and a proper approach to teach it?

Curriculum matters, but not as much as we give it credit for. I think there are principles that can guide the implementation of many different ideas. I also think a talented teacher can make do with chalk, a wet sidewalk, and a couple of rocks, while the concept of “teacher-proof teaching materials” makes my skin crawl.

I do think it is time to drag the introduction to chemistry into the late twentieth century. There are ideas that need to be buried, such as any formal notion of definite and multiple proportions, which predate the modern conception of bonding and molecular structure. To wit: any program that writes “H2O” prior to its discussion of definite and multiple proportions is using the result, already. Molecules happen. The end. Exactly what opportunities to actually learn some chemistry are being lost in order to satisfy late 18th century science?

From my perspective, I would like students entering college with a working understanding of three principles (meaning that they have enough of an understanding to explain and illustrate and defend the points).

(1) In a chemical reaction, atoms are conserved.(2) Except for unusual situations, chemical reactions are not explosions, that is, they

are not described by the disassembly and re-assembly of atoms.(3) Simple valence considerations are all that is needed for dealing with the main

group elements.Then I would pick a system to develop that could be kept for the entire year, building

in complexity and conceptual understanding. There are many candidates, but I would love to see a high school chemistry program built around understanding the structure and function of hemoglobin. Think about that for a moment. Take a complex description of the structure and function of hemoglobin and start working backwards to decide what you need to know in order to understand it, and the order in which you would build the story. The more you think about it, the more obvious it gets.

How can research in chemical education be more effectively transformed into improved teaching and learning?

First, I think we have to be careful. Education experiments are not chemistry experiments, and every result is conditional on such a large number of contextual features that I am comfortable with thinking that the principle concepts that drive these experiments should be carefully considered to see if there is a local application or adaptation that works.

I recall the first few years of our new undergraduate curriculum, when we were giving talks about the program. I had just completed giving a seminar at my graduate alma mater, the University of Wisconsin-Madison, and the first question came from Hans Reich. You were a student here at UW, he said, and you know us. How much of this do you think we could do here?

My answer today is exactly the same as it was 20 years ago: all of it, or none of it, it just depends what you think could work in your context. The principled concept in our program is not the sequence of classes or those four questions I mentioned. The principled

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concept is to look around, take stock of your strengths and weaknesses, and design something that plays off the former while minimizing the effects of the latter. To this day, I honestly believe that this is best answer, and one that is substantially better than shopping around for what other people are doing, or trying to sell you.

Let me make this clear: it does not mean re-inventing the wheel, you should always work in an informed way. This has been true for us. As the department has changed, the program has changed. I hope we represent a model for continuous improvement. But this is true: the program has changed as we have changed. Some features remain; some evolve; some disappear; some are added. The thing we have in place – and while it is not perfect, it is rather unique – is an institutionalized mechanism to support continuous change within the department.

Globalization of Chemical Education

You have been the very first American professor to teach organic chemistry in a Chinese university and you know some Asian academic cultures. What are the strengths of the two systems? How Asian countries do to make chemistry teaching relevant?

The basic chemistry knowledge of a student in China who took the chemistry track in high school is impressive, in terms of their exposure to a sheer number of facts and ideas. Their teachers are trained at the Normal Universities, and have usually carried out advanced research, sometimes at the MS or PhD level, in addition to their teacher training. These are bona fide chemistry departments where training in research and teaching is integrated.

Now, remember I am reporting first-hand experience with N=1 (one time, one person, one department), and I have no generalized knowledge about this topic (although I am working on ways to get that). That said, the thing that I thought was missing in my Chinese students was the ability to make rapid moves in analogical reasoning, being able to move fluidly back and forth with inductive and deductive reasoning. My students in China were capable of doing this, but they have never seen it done, and they had no practice. With coaching, during class, they were completely capable. In fact, I thought they were quite funny sometimes, because they did have so much of the prerequisite factual information, that every now and then the ramifications of what I was saying were unifying huge blocks of their previously disconnected prior knowledge could cause them to gasp or burst into spontaneous conversation.

So, the strength of their system is the ability to produce students with a greater degree of factual knowledge and laboratory experience; and this is our weakness. At least for now, however, the strength of our college and university experience, and this greater degree of experience with more fluid, lateral thinking, I think enables students in the US to make up a great deal of this difference.

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References

Coppola, B. P. (1998). Progress in Practice: Three plenaries. I. Richard N. Zare, enhance, enable, and elucidate. The Chemical Educator, 3 (3), s00897980215a.

Coppola, B. P. (2001). Full human presence. In A. G. Reinarz, & E. R. White (Eds.), Beyond teaching to mentoring. New directions in teaching and learning no. 83 (pp. 57-73). San Francisco: Jossey-Bass.

Coppola, B. P. (2002). Strength in numbers. Making the large lecture course work for you. In C. A. Stanley, & M. E. Porter (Eds.), Engaging large classes. Strategies and techniques for college faculty (pp. 257-268). Bolton, MA: Anker.

Coppola, B. P. (2007). The most beautiful theories. Journal of Chemical Education, 84 (12), 1902-1911.

Coppola, B. P. (2013). The distinctiveness of a higher education. Journal Chemical Education, 90 (8), 955-956.

Coppola, B. P., Ege, S. N., & Lawton, R. G. (1997). The university of Michigan undergraduate chemistry curriculum. 2. Instructional strategies and assessment. Journal Chemical Education, 74 (1), 84-94.

Coppola, B. P., Hovick, J. W., & Daniels, D. S. (1994). I scream, you scream ... A new twist on the liquid nitrogen demonstrations. Journal of Chemical Education, 71 (12), 1080.

Coppola, B. P., Krajcik, J. S. (2013). Discipline-centered postsecondary education research: Understanding university level science learning. Journal of Research in Science Teaching, 50 (6), 627-638.

Coppola, B. P., & Lawton, R. G. (1995). Who has the same substance that I have? A blueprint for collaborative learning activities. Journal of Chemical Education, 72 (12), 1120-1122.

Coppola, B. P., Noe, M. C., Abdon, R. L. II, Konsler, R. G. (1993). A new observation of limiting case 1,3-dipolar cycloaddition. Evidence for a highly unsymmetrical transition state structure with the reactions of mesoionic compounds. Journal of Organic Chemistry, 58 (26), 7324-7327.

Coppola, B. P., Noe, M. C., & Hong, S. S.-K. (1997). Regiocontrol in the 1,3-dipolar cycioaddition reactions of mesoionic compounds with acetylenic dipolarophiles. Tetrahedron Letters, 38 (41), 7159-7162.

Coppola, B. P., & Zhao, Y. (2012). U.S. education in Chinese lock step? Bad move. The Chronicle of Higher Education, Retrieved from http://chronicle.com/article/US-Education-in-Chinese/130669/ (February 15, 2017).

Ege, S. N., Coppola, B. P., & Lawton, R. G. (1997). The university of Michigan undergraduate chemistry curriculum. 1. Philosophy, curriculum, and the nature of change. Journal Chemical Education, 74 (1), 74-83.

Gottfried, A. C., Sweeder, R. D., Bartolin, J. M., Hessler, J. A., Reynolds, B. P., Stewart, I. C., Coppola, B. P., & Banaszak Holl, M. M. (2007). Design and implementation of a studio-based general chemistry course at the University of Michigan. Journal of Chemical Education, 84 (2), 265-270.

Heisenberg, W. (1958). The physicist’s conception of nature. New York: Harcourt, Brace & Co.Hoffmann, R., & Coppola, B. P. (1996). Some heretical thoughts on what our students are telling us.

Journal of College Science Teaching, 25, 390-394.Hoffmann, R., Schleyer, P. v. R., & Schaefer III, H. F. (2008). Predicting molecules ̶ more realism,

please! Angewandte Chemie International Edition, 47 (38), 7164-7167.Huber, M. T. (2004). Balancing acts: The scholarship of teaching and learning in academic careers.

Washington, DC: American Association for Higher Education and the Carnegie Foundation for the Advancement of Teaching.

Jones, P. R., & Coppola, B. P. (1978). Animated alchemy. Journal of Chemical Education, 55 (1), 6.

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Pienta, N. J. (2013). Online courses in chemistry: Salvation or downfall? Journal Chemical Education, 90 (3), 271-272.

Varma-Nelson, P., & Coppola, B. P. (2005). Team learning. In N. J. Pienta, M. M. Cooper, & T. J. Greenbowe (Eds.), Chemists’ guide to effective teaching (pp. 155-169). Saddle River, NJ: Реаrsоn Education, Рrеntiсе Hall.

Zusho, A., Pintrich, P. R., & Coppola, B. P. (2003). Skill and will: The role of motivation and cognition in the learning of chemistry. International Journal of Science Education, 25 (9), 1081-1094.

Received 15 March 2017; accepted 25 April 2017

Liberato Cardellini

PhD., Associate Professor, Marche Polytechnic University, Department SIMAU, Via Brecce Bianche, 12, 60131 Ancona, Italy. E-mail: [email protected] Website: www.univpm.it/liberato.cardellini

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MOKYTOJAS ŠIANDIEN IR RYTOJ

Linas Jašinauskas, Elvyda Martišauskienė, Dalia SurvutaitėLietuvos edukologijos universitetas, Lietuva

Ugdymas – žmogaus prigimtinė funkcija, tad pedagogo profesija, S. Šalkauskio žodžiais, akumuliuoja visos žmonijos patyrimą su visais bandymais jį sisteminti, praturtinti mokslinėmis išvadomis, pritaikyti savo laikmečio realijoms. Todėl ugdymas yra gyvybingas procesas, nes kreipiamas į asmenį, kad pastarąjį įgalintų ne tik pažinti, bet ir pažįstamą tikrovę žmoniškai įprasminti. Pažinimo (tiesos) ir prasmės (vertybių) sąlytis dažnai yra ir dabarties mokytojų profesinių dilemų šerdis. Kaip jos pulsuoja šiuolaikinės švietimo politikos, edukologijos ir mokyklos erdvėse bandyta aiškintis šių metų lapkričio 24 d. Lietuvos edukologijos universitete vykusioje tarptautinėje mokslinėje-praktinėje konferencijoje „Mokytojas šiandien ir rytoj: tarp realybės ir lūkesčių“.

Didžiausia stiprybe laikant pasitikėjimą žmogumi ir kūrybinių jėgų sutelkimą suvokta konferencijos paskirtis – telkti visuomenę bendram rūpesčiui žmogaus ugdymui ir ugdymuisi, kur ypatingą vieta tenka mokytojui. Konferencijos tikslas – įvairiapusiškai analizuoti pedagogo veiklos atitikimą kintančios mokyklos lūkesčiams, išryškinti būsimųjų pedagogų ugdymo bei kvalifikacijos tobulinimo prerogatyvas.

Paraiškas dalyvauti konferencijoje atsiuntė Lietuvos, Airijos, Škotijos, Šveicarijos, Baltarusijos, Lenkijos, Latvijos, Turkijos, Italijos, Portugalijos edukologijos mokslininkai bei mokytojai praktikai. Atvyko į konferenciją šimtas trisdešimt dalyvių ir klausytojų.

Konferencijos registracija Salę puošė Lietuvos ir dar devynių šalių vėliavos

Nuotraukos iš tarptautinė mokslinės - praktinės konferencijos „Mokytojas šiandien ir rytoj: tarp realybės ir lūkesčių“ galerijos. Prieiga per internetą: http://www.media.leu.lt/thumbnails.php?album=1012

Lietuvos edukologijos universiteto ir Vytauto Didžiojo universiteto organizuotos konferencijos aktualumą rodo tai, kad į kvietimą įvairiapusiškai analizuoti pedagogo veiklos atitikimą kintančios mokyklos lūkesčiams bei siekimą išryškinti būsimųjų pedagogų ugdymo bei kvalifikacijos tobulinimo prielaidas atsiliepė ir sutiko būti partneriais Švietimo ir mokslo ministerija, Nacionalinė mokyklų vertinimo agentūra, Ugdymo plėtotės centras,

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Nacionalinis egzaminų centras, Šiaurės licėjus, Gardino Jankos Kupalos vardo valstybinis universitetas, Rygos mokytojų rengimo ir švietimo vadybos akademija, Daugpilio universitetas, Rėzeknės technologijų akademija, panoro dalintis savo įžvalgomis pasaulyje ir Lietuvoje žinomi mokslininkai, Lietuvos švietimo politikos strategai ir mūsų idėjų bei lūkesčių jautriausias barometras – mokyklos, mokytojai.

Svarbiausios mokyklos ir mokytojo problemos dabarties pasaulyje buvo nagrinėjamos plenariniuose posėdžiuose.

Konferencijos plenarinio posėdžio moderatoriai:doc. dr. Linas Jašinauskas (LEU)prof. dr. Natalija Mažeikienė (VDU)


Konferenciją pradėjo Lietuvos edukologijos universiteto mokslo ir plėtros prorektorius prof. dr. Aivas Ragauskas. Jis, konferencijos tematiką susiejo su šių dienų švietimo iššūkiais, mokytojo vaidmens daugiamatiškumu, požiūrio į mokyklą ir švietimo aplinką kaita, kartu linkėjo vaisingų diskusijų ir aktyvaus dalyvavimo konferencijos darbe.

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Prof. dr. Aivas Ragauskas Lietuvos edukologijos universiteto Mokslo ir plėtros prorektorius

Vilma Bačkiūtė, Lietuvos Respublikos Švietimo ir mokslo ministerijos Pedagogų veiklos skyriaus vedėja


Pirmoji į konferencijoje iškeltų problemų svarstymą įsijungė Vilma Bačkiūtė, Lietuvos Respublikos Švietimo ir mokslo ministerijos Pedagogų veiklos skyriaus vedėja, kuri greta šių metų mokyklų bendriausios statistikos ryškino svarbiausius iššūkius, kylančius dėl bendros švietimo kokybės lygio, talentingų ir inovatyvių mokytojų įdarbinimo, kai kurių dalykų mokytojų trūkumo atskirose savivaldybėse, o taip pat bendradarbiavimo ir patirties perdavimo jauniems mokytojams. Remdamasi EBPO rekomendacijomis motyvacijai didinti (derami atlyginimai aukščiausio lygio profesionalams, diversifikacijos skatinimas, mokytojų kompetencijų ir vaidmenų dermė), pranešėja kėlė klausimą konferencijos dalyviams kartu ieškoti, kaip tai pasiekti.

Vieną iš atsakymų pateikė Tomas O Ruairc, Europos tarybos ekspertas, Arijos Mokymo tarybos direktorius, paskaitydamas pranešimą „Asmenybės profesinis tobulėjimas: kokybiškas mokymasis visiems“. Autorius pažymėjo, kad mokytojo profesiniame tapsme yra aktualūs tiek sąmoningas tobulinimasis, kompetencijų plėtra, tiek nuolatinis meistriškumo siekis bei profesinio elgesio išmanymas. Prelegentas atkreipė dėmesį į mokytojo profesionalumo vertinimo dėmenis, išskirdamas: atitikimą apibrėžtiems standartams (kompetencijų ir elgesio); savo veiklos grindimą etinėmis ir profesinėmis vertybėmis; įgyvendinamų veiklų integralumą; praktinius pasiekimus; santykių palaikymą, kolegialumą ir bendradarbiavimą.

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Asmenybės profesinis tobulėjimas: kokybiškas mokymasis visiemsTomas O Ruairc, Mokymo tarybos direktorius, Airija

Įtraukiojo ugdymo samprata pagal jungtinių tautų neįgaliųjų teisių konvencijąProf. dr. Jonas Ruškus, Vytauto Didžiojo universitetas, Jungtinių tautų Neįgaliųjų teisių komiteto narys


Globaliomis įžvalgomis, kaip visiems laiduoti kokybišką mokymą(si), dalinosi VDU profesorius, Jungtinių tautų Neįgaliųjų teisių komiteto narys Jonas Ruškus, aptardamas įtraukiojo ugdymo sampratą pagal Jungtinių tautų Neįgaliųjų teisių konvenciją. Anot pranešėjo, švietimas turėtų būti suvokiamas ne kaip privilegija, o kaip kiekvieno vaiko teisė. Į švietimą siūloma žiūrėti kaip į transformacinę galią, tarptautinės teisės dalyką, kai šalys įsipareigoja nacionaliniu lygmeniu įdiegti tarptautinės teisės instrumentus ir užtikrinti, kad būtų mažinama diskriminacija bei garantuojama kiekvieno vaiko teisę į švietimą. Pranešėjas pabrėžė, kad įtraukusis ugdymas neturėtų būti traktuojamas kaip neįgaliųjų ugdymas, juos perkeliant į bendrojo ugdymo mokyklą, bet suvokiamas kaip kiekvienam vaikui valstybės garantuojama teisė mokytis kartu su bendraamžiais.

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Konferencijos plenarinio posėdžio pranešėjai:Tomas O Ruairc, Mokymo tarybos direktorius, AirijaProf. dr. Do Coyle, Aberdyno universitetas, Fred Taveau, Dunja Chamberlain, Tarptautinė Ženevos mokyklaProf. dr. Andrei Korol, Gardino Jankos Kupalos vardo valstybinio universiteto rektoriusProf. habil. dr. Jolanta Maria Baran, Krokuvos pedagoginis universitetas

Tarp klausytojų – Švietimo ir mokslo ministerijos darbuotojai, universiteto mokslininkai, ugdymo institucijų vadovai, mokytojai.


Akademinę bendruomenę sudomino LEU Ugdymo mokslų fakulteto dekanės doc. dr. Alvyros Galkienės pranešimas „Sėkmę lemiantis ugdymas: refleksija mokslo idėjų kontekste“. Autorė, pabrėždama ne visuotinės, bet individualios sėkmės kiekvienam besimokančiajam siekį, sutelkė dėmesį į progresyvistinės ugdymo koncepcijos nuostatas, kurios daugiausia atliepia Lietuvos švietimo tikslus ugdyti veržlų, savarankišką žmogų, atsakingą pilietį, solidariai kuriantį savo valstybės ir pasaulio ateitį ir kurios kol kas ryškios daugiau teisinėse nuostatose ir ugdymo tikslų formuluotėse. Pranešėja pateikė ne tik sėkmę lemiančio ugdymo konstruktą, kurį sudaro vaiko gerovė ir universalus dizainas ugdymui (pirmoji atsiremia į vertybinį – teisinį pamatą, antrasis – į ugdymo metodologinius pamatus), bet ir apibendrino, kaip jis funkcionuoja Suomijos, Lenkijos, Austrijos mokyklose. Atsakydama į konferencijos pradžioje iškeltą klausimą kaip, prelegentė sėkmę lemiantį mokymą susiejo su naujais pedagogo gebėjimais: bendradarbiavimu grindžiamo ugdymo organizatoriaus; psichologinio, socialinio ir edukacinio saugumo garanto mokiniui; mokinių socialinio kapitalo kūrėjo, kartu kviesdama teisingai apsispręsti dėl mokytojų rengimo Lietuvos mokykloms koncepcijos.

Su mokytojų rengimu Lenkijoje supažindino Krokuvos pedagoginio universiteto prof. habil. dr. Jolanta Maria Baran. Pranešime „Mokytojų ugdymas ir mokymas Lenkijoje: standartai, įgyvendinimas ir rezultatai” aptarė keliamus reikalavimus mokytojo

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kompetencijai, mokytojų ugdymo ir mokymo programas, ieškojo atsakymo į klausimą, kas lėmė Lenkijos sėkmę tarptautiniuose mokinių pasiekimų tyrimuose. Vienareikšmiško atsakymo pranešėja nepateikė, tačiau siūlė atkreipti dėmesį į Lenkijos mokytojų ugdymo ir mokymo (education and training) reformą, visuomenės, mokinių tėvų sąmoningumą ir atsakomybės prisiėmimą už jaunimo ugdymą bei pačių mokinių brandumą ir apisprendimą. Pažymėjo, kad labai svarbu ieškoti sąsajų tarp įvardintų veiksnių, kompleksiškai vertini jų poveikį švietimo sistemai.

Plenariniuose posėdžiuose buvo gvildenamos ir aktualios technologinės ugdymo(si) problemos, atliepiančios pedagogo veiklos integralumą ir daugiamatiškumą. Aberdyno universiteto prof. dr. Do Coyle ir Tarptautinės Ženevos mokyklos dėstytojai Fred Taveau, Dunja Chamberlain pristatė tyrimą „Daugiaraštingumas praktikoje: bendri principai, naujovės ir mokyklos atvejis, mokant gamtos mokslų užsienio kalba”, kuriame dėmesys buvo fokusuojamas į mokinius, kurie mokosi daugiau nei viena kalba. Kaip teigė mokslininkai, siekiant daugiaraštingumo, reikalinga visapusė integracija, suprantama kaip gyvenimo – „kasdienybės“/ „realybės“ – įtraukimas į mokymąsi. Pristatyme buvo išskirti daugiaraštingumo mokymo progreso pamatai: dėmesys besimokančiajam; kalbos ir kultūros supratimas; besimokančiųjų naujų žinių „pamato“ tvirtumas. Pažymėta, kad šiame integruotame mokyme naudojami metodai skatina tiek besimokančiojo mąstymo transformacijas, tiek mokymo ir mokymosi proceso tobulėjimą.

Kaip galima žadinti ir sisteminti šiuolaikinio mokinio euristinius ieškojimus atskleista Gardino Jankos Kupalos vardo valstybinio universiteto rektoriaus prof. dr. Andrei Korol pranešime “Mokinys-tyrėjas: dialogu grindžiama euristinio mokymo sistema”.

Plenarinio posėdžio pranešimai traukė mokslininkų, mokytojų ir studentų dėmesį, kėlė diskusijas.


Suprantant žmogaus ugdymo(si) svarbą ir kylančias grėsmes, konferencijoje gvildentos visų ugdymu(si) suinteresuotų pusių problemos, lūkesčiai, teikti sprendimų variantai. Konferencijos organizatoriai skatino autorius dalintis konceptualiomis, strateginėmis nuostatomis, tyrimų duomenimis, empirine patirtimi. Mokslininkai ir mokytojai buvo raginami įvairiapusiškai pažvelgti į ugdymo(si) realybę ir ieškoti konstruktyvių išeičių, ypač sietinų su profesionaliu pedagogo darbu.

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Didžiausio susidomėjimo sulaukė stendiniai pranešimai. Visų stendinių pranešimų dūzgė konferencijoje pavadinta Šiuolaikinės mokyklos eskizai. Iš viso buvo eksponuota net šešiolika stendų, kuriuos pristatė trisdešimt autorių. Jie aktyviai dalinosi savo institucijų sėkmės istorijomis ir skleidė tokias idėjas, kaip įtraukiojo ir neformalaus ugdymo pasiekimai, mokykla visiems, kūrybiškumo išlaisvinimas, savivaldus mokymasis ir kita.

Tarptautinė mokslinė - praktinė konferencija „Mokytojas šiandien ir rytoj: tarp realybės ir lūkesčių“ strategiškai skleidė tris tematikas.

Pirmoji tematika Mokyklos kaita ir lūkesčiai pedagogui. Joje svarbiausias akcentas - dabarties mokykla su jai deleguojamomis funkcijomis, kylančiomis problemomis ir lūkesčiais pedagogui, kad jis atlieptų mokyklų dinamiką įvairiuose ugdymo(si) tikrovės kontekstuose bei suponuotų ateities vizijas. Numatytos tokios pirmosios tematikos galimos sklaidos kryptys: Švietimo politika ir visuomenės, tėvų/globėjų bei mokinių lūkesčiai mokyklai. Mokykloms keliami tikslai ir deleguojamos funkcijos bei jų dinamika, įgyvendinimo problemos. Laisvosios rinkos ir ugdymo principų sankirtos. Mokyklų įvairovė ir vienovės gijos. Geros mokyklos koncepcijos gyvybingumas. Ateities mokyklos eskizai. Mokyklos bendruomenės ugdomasis potencialas. Laukiamos pedagogų kompetencijos. Šia tematika organizuotos diskusijos pirmoje paralelinėje sesijoje „Šiuolaikinė mokykla ir jos kaitos kontūrai“. Sesijoje dalyvavo per trisdešimt penki klausytojai. Dvylika autorių šioje sesijoje pateikė dešimt pranešimų. Gvildenti mokyklos kultūros klausimai, priklausymo mokyklai jausmo reikšmė, sėkmingos mokyklos požymiai, savanorystė kaip mokyklos bendruomenės tvarumo aspektas, mokytojo vaidmuo kuriant šiuolaikišką mokyklą. Dalyviai ir klausytojai diskusijoje išryškino mokyklos kultūrą kaip integralią mokyklos veiklos kokybės vertinimo sritį, pabrėžė, kad mokinių ir jų tėvų / globėjų savanorystė ir tarnystė sustiprina tapatybę, telkia mokyklos bendruomenę ir ją išskiria iš kitų.

Antroji konferencijos tematika „Pedagogo veiklos integralumas bei daugiamatiškumas“. Ji apimė pedagogo veiklą, kurios ašis – ugdymo(si) tikslai ir pedagoginė sąveika, žadinanti ugdytinio galias, implikuojanti ugdymo(si) integralumą ir daugiamatiškumą, fundamentinius pamatus ir naujas technologijas, žinių, gebėjimų ir vertybių ugdymą(si), savivaldą bei lyderystę, kartų dinamiką bei paradigmų kaitą ir kt. Sudėtingų situacijų gausa inspiravo svarbiausių problemų identifikavimą, jų optimalaus sprendimo paieškas, ypač reikšmingas būsimųjų mokytojų ugdymo(si) programų

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tobulinimui. Numatytos tokios antrosios tematikos galimos sklaidos kryptys: Kartų dinamika ir mokinių pažinimas. Pedagoginės sąveikos bei santykių problemiškumas. Vertybių ugdymo(si) teorija ir praktika. Fundamentinių ugdymo pamatų ir inovacijų persipynimas. Ugdymo tikslų ir technologijų dermė pamokoje. Naujų ugdymo strategijų (įtraukiojo, personalizuoto, reflektyvaus, matomo, įrodymais grįsto mokymo, interaktyvaus, virtualaus, mokymosi visą gyvenimą ir kt.) tikslingumas ir prasmingumas. Pažangos ir pasiekimų vertinimo/įsivertinimo diagnostika bei ugdomasis paveikumas. Pagalba (pedagoginė, psichologinė, socialinė, specialioji) mokiniui. Pedagogo veiklos modeliai ir scenarijai. Savivalda ir lyderystė mokykloje. Formalaus ir neformalaus ugdymo sąlytis. Pedagoginis švietimas. Pedagogo darbo vertinimo kriterijai. Šia tematika organizuotos diskusijos trijose paralelinėse sesijose. Antroje paralelinėje sesijoje „Pedagogo ugdomojo potencialo sklaida“ trylika autorių pateikė devynis pranešimus. Diskusijoje mokslininkai ir praktikai sutarė, kad naujos kartos mokytojai gali įgyvendinti ugdymo paradigmų kaitą. Autoriai numatė, kad tam reikalingos sąsajos tarp paradigmų, tikslų, turinio. Pranešėjai ir klausytojai sutarė, kad didžiausią postūmio jėgą turi inovacijos, lyderystė (tėvai, mokiniai, mokytojai, mokslininkai), griaunančios inovacijos kaip kokybiškai kitokios ugdymo institucijos ir viso tinklo dedamieji, sąlygojantys ir ugdymo turinio kaitą.

Trečiojoje paralelinėje sesijoje „Šiuolaikinių ugdymo strategijų integralumas ir prasmingumas“ šeši autoriai pateikė keturis pranešimus. Sesijos dalyviai dalinosi duomenimis, kai nustatyta, kad mokytojai kūrybiškai taiko EAM, geimifikacijos metodus, tiriamosios veiklos metodus. Pasidalinta duomenimis, kurie parodo, kad mokytojai kartu su bendraamžiais yra reikšmingi mokiniui asmenys. Mokiniams svarbi mokytojo nuomonė, požiūris, vertinimai. Sesijoje formuluoti ir lūkesčiai pedagogui: tyrinėti, skatinanti mokinių tyrinėjimus, kurti lygiavertę sąveiką su mokiniu, kurti pagarbią, saugią, mokymuisi palankią mokymosi aplinką. Ketvirtojoje paralelinėje sesijoje „Pagalbos mokiniui daugiamatiškumas ugdymo procese“ dvylika autorių pateikė devynis pranešimus. Diskusijos dalyviai pasidalino įžvalgomis, kad mokytojas vaidina pagrindinį vaidmenį daugelyje procesų: dorovinis, emocinis, socialinis asmenybės augimas, akademiniai pasiekimai ir t.t. Pranešėjai ir klausytojai numatė, kad ateityje būtina stiprinti mokytojų bendradarbiavimo kultūrą, tikėjimą kiekvienu vaiku, plėtoti kiekvieno mokinio individualybės pažinimo ribas. Sesijoje sutarta, kad ugdymą būtina grįsti žiniomis, kaip vyksta mokymasis (išmokimas) smegenyse ir prisiimamos dorovinės vertybės.

Trečioji konferencijos tematika „Mokytojų ugdymas ir profesionalizacijos raida“. Ji nukreipta į būsimųjų pedagogų ugdymą ir profesionalumo gilinimą. Šiuo aspektu ryškintos pasaulines mokytojų ugdymo tendencijas, įžvelgti metodologiniai pedagogo veiklos išskirtinumo pamatai, taip pat būsimųjų mokytojų vertybių ugdymo(si) gairės, pedagoginių studijų ir kvalifikacijos tobulinimo turinio formavimas, pašaukimo ir lyderystės sąsajos. Numatytos tokios trečiosios tematikos galimos sklaidos kryptys: Mokytojų ugdymo politika bei strategijos Lietuvoje ir pasaulyje. Mokytojų veiklos išskirtinumas: rengti ar ugdyti. Būsimų mokytojų ugdymo ir kvalifikacijos tobulinimo turinio adekvatumas reikalavimams ir lūkesčiams. Būsimųjų mokytojų atvirumo, kūrybingumo, atsakomybės ugdymas. Ugdymo teorijos ir praktikos sąryšis mokytojų ugdymo ir kvalifikacijos tobulinimo programose. Mokytojo pašaukimo ir lyderystės sąsajos. Šia tematika organizuotos diskusijos trijose paralelinėse sesijose. Penktoje paralelinėje sesijoje „Mokytojo profesionalizacijos aspektai“ devyniolika autorių pateikė dešimt pranešimų. Visi pranešėjai konstatavo, kad

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švietimo politikos nepastovumas, nuolatinė kaita, perspektyvų nenumatymas valstybės lygiu kenkia pedagogų profesijos prestižui. Bendrų diskusijų pasekoje sutarta, kad sklandi ir efektyvi mokytojų profesionalizacija galima tik sukūrus permanentinę mokytojų rengimo, jaunų pedagogų mentorystės, kvalifikacijos tobulinimo sistemą, grindžiamą savirefleksija ir bendradarbiavimu įvairiais lygmenimis. Šeštoje paralelinėje sesijoje „Mokytojo ugdymosi teorijos ir praktikos sąsajos“ trylika autorių pateikė dešimt pranešimų. Pranešimų autoriai, vertindami realybę nustatė, kad mokyklos veiklą reglamentuojantys dokumentai negrindžiami moksliniais tyrimais, o lyderystė visuotinai pripažįstama ir vertinama, bet ne visuomet tinkamai realizuojama. Tyrimo duomenys rodė, kad mokyklų vadovai nėra pakankamai pasirengę prisiimti atsakomybę už teigiamą poveikį mokinių mokymuisi, skatinti darbuotojus domėtis savo mokymo poveikiu mokiniams ir jį užtikrinti. Sesijoje dalyviai numatė, kad ateityje būtų verta gerinti studijų kokybę siekiant didesnio įsipareigojimo profesijai tobulinti pedagoginių praktikų ir mentorių rengimo organizavimą. Septintoje paralelinėje sesijoje „Lūkesčiai ateities mokytojui“ keturiolika autorių pateikė devynis pranešimus. Visi pranešėjai akcentavo praktinio mokytojų rengimo svarbą, kita vertus, nustatė, kad pedagogų rengimo sistemoje būtina pedagoginių studijų dalį, pedagogines praktikas ieškoti įvairesnių formų (pvz., Italijoje mokytojas, baigęs studijas metus dirba mokykloje ir tik po šios praktikos gali įgyti mokytojo sertifikatą; Lenkijoje yra skirtingas praktikų formatas (vadovaujant universiteto dėstytojui ir savarankiškai organizuota - su partyrusiu mokytoju; taip pat skirtingas valandų skaičius (60 val. oligofreno pedagogams, 30 val. surdopedagogams)). Paralelinės sesijos dalyviai sutarė, kad būsimojo mokytojo kūrybinės savirealizacijos poreikio patenkinimas mokymo praktikos metu didins patrauklumą dirbti mokytoju. Sustiprintas praktinis mokytojų rengimas; praktikų modelių įvairovė; praktinis darbas baigus studijas, prieš įgyjant teisę mokyti sustiprins mokytojo pašaukimą, pasitikėjimą, autoritetą.

Tarptautinė mokslinė - praktinė konferencija „Mokytojas šiandien ir rytoj: tarp realybės ir lūkesčių“ sutelkė ir vienijo tėvus kaip mokyklų bendruomenės atstovus, studentus kaip būsimuosius pedagogus, dabartinius mokytojus, mokyklų vadovus, mokslininkus ir švietimo politikus. Visi dalyviai tai pripažino kaip didžiausią stiprybę ir postūmį kaitai.

Summary

THE TEACHER OF TODAY AND TOMORROW

Linas Jašinauskas, Elvyda Martišauskienė, Dalia SurvutaitėLithuanian University of Educational Sciences, Lithuania

The international scientific-practical conference “The Teacher of Today and Tomorrow: Between Reality and Expectations” was held at the Lithuanian University of Educational Sciences (LEU) on 24 November 2016. The conference applications were sent by educational researchers and teachers-practitioners from Lithuania, Ireland, Scotland, Switzerland, Belarus, Poland, Latvia, Tukey, Italy and Portugal. The conference was attended by a hundred and thirty participants and listeners.

The most relevant problems of the school and the teacher in the contemporary world were addressed in the plenary sessions. Vilma Bačkiūtė, Head of the Division of Teacher Activity of the Ministry of Education and Science of Lithuania, Tomás Ó Ruairc, Director of the

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Teaching Council, Ireland, Jonas Ruškus – Professor of Vytautas Magnus University, Member of Committee on the Rights of Persons with Disabilities of the United Nations, Alvyra Galkienė, Associate Professor, Dean of the Faculty of Education, LEU, Do Coyle, Professor of University of Aberdeen, Fred Taveau, Dunja Chamberlain, Lecturers of International School of Geneva, Andrei Korol, Rector of the Yanka Kupala Grodno State University joined the discussions on the issues of the conference.

The themes of the conference were developed in three directions: changes in the school and expectations set for a teacher, integrity and multidimensionality of teacher activities and teacher education, development of professionalization. They all were elaborated on in seven parallel sections.

The poster presentations aroused the greatest interest among participants in the conference. All the poster presentations at the conference were united under the umbrella title The Sketches of Contemporary School. As many as sixteen poster presentations were exhibited and their thirty authors actively shared success stories of their institutions and disseminated such ideas as achievements in inclusive and non-formal education, a school for everyone, setting creativity free, self-directed learning and others.

The international scientific – practical conference “The Teacher of Today and Tomorrow: Between Reality and Expectations” rallied and untied parents as members of school communities, students as teachers to be, currently working teachers, heads of schools, researchers and education policy makers. All the participants acknowledged the aforementioned as the greatest strength and impetus for change.Keywords: changes in school, teacher education, teacher professionalization, reality, expectations, scientific-practical conference.


Linas Jašinauskas

PhD., Associate Professor, Lithuanian University of Educational Sciences, Studentų Street 39, Vilnius, Lithuania. E-mail: [email protected]

Elvyda Martišauskienė

PhD, Professor, Lithuanian University of Educational Sciences, Studentų Street 39, Vilnius, Lithuania.E-mail: [email protected]

Dalia Survutaitė

PhD., Associate Professor, Lithuanian University of Educational Sciences, Studentų Street 39, Vilnius, Lithuania. E-mail: [email protected]

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INFORMACIJA AUTORIAMSMoksliniai straipsniai. Tekstas turi būti mokslo straipsniams būdingos struktūros: trumpa anotacija (jos pabaigoje

pateikiami pagrindiniai žodžiai); įvade atskleidžiama tyrimo problema ir aktualumas, problemos ištyrimo laipsnis, tyrimo tikslas ir kt., metodologija (tyrimo konceptualusis pagrindas ir metodika); tyrimų rezultatai; išvados; nurodyta naudota literatūra.

Prie straipsnio (žemiau literatūros sąrašo) turi būti santrauka (jos pabaigoje pagrindiniai žodžiai) anglų kalba (apie 150–200 žodžių). Straipsnio pavadinimas taip pat pateikiamas anglų kalba.

Literatūros sąrašas sudaromas abėcėlės tvarka, nenumeruojamas, pavyzdžiui, Vaitkevičius J. (2000). Gamta ir žmogus: kai kurie sąveikos aspektai gamtamokslinio ugdymo kontekste. Kn.: Gamtamokslinis ugdymas bendrojo lavinimo mokykloje: VI respublikinės mokslinės-praktinės konferencijos straipsnių rinkinys. Vilnius, p. 75–78.

Tekste esančiose nuorodose skliausteliuose rašoma autoriaus pavardė ir metai, pavyzdžiui, (Vaitkevičius, 2000). Pateikiant tikslią citatą, nurodomas ir puslapis (Vaitkevičius, 2000, p. 75).

Kiekvieno straipsnio metrikoje (žemiau santraukos) turi būti nurodyta, kada jis įteiktas redakcijai (data), institucija(–os), kuriai(-ioms) autorius(-iai) atstovauja, autorių adresai (ir elektroninio pašto).

Straipsnių apimtis iki 7 psl. Tekstas renkamas „PC Windows“ („WinWord“ V2.0, V6.0, V7.0, „Word 98“, „Word 2000“) teksto redaktoriumi. Raidynas „Times New Roman“, dydis – 12 pt, teksto intervalas normalus. Dėl didesnės straipsnio apimties tartis su redakcija. Straipsniai recenzuojami.

Metodiniai straipsniai. Tekstas renkamas laikantis tų pačių reikalavimų. Tačiau straipsnio struktūra gali būti trejopa, atsižvelgiant į straipsnio turinį:

a) apibendrintos pedagoginės patirties aprašymas. Šiems straipsniams būdingas istorinis aspektas, per ilgesnį laikotarpį atskiro pedagogo ar ugdymo įstaigos sukauptos patirties analizė, apibendrinimas bei įvertinimas;

b) švietimo kokybės tyrimo rezultatai. Tokia straipsnio forma tiks ugdymo kokybės kontrolę vykdančioms šalies, apskričių, miestų, rajonų institucijoms, įskaitant įvairių lygių ir tipų ugdymo (švietimo) įstaigas;

c) pedagoginės veiklos tyrimo rezultatai. Tokiame straipsnyje autorius galės pateikti švietimo vadybos, kokybės tyrimo konkrečioje mokykloje ar klasėje rezultatus, įvertinant taikytų priemonių, inovacijų efektyvumą, teikiant rekomendacijas. Ši straipsnio forma bus aktuali aktyviausiems, kūrybingiausiems, mėgstantiems ir drįstantiems eksperimentuoti pedagogams.

Išsamus reikalavimų metodiniams straipsniams aprašymas pateiktas žurnalo „Švietimas: politika, vadyba, kokybė“ interneto svetainėje adresu http://www.gu.projektas.lt/SVIETIMAS_PVK.htm.

Autoriai taip pat turi pateikti informaciją apie save: vardas (būtinai visas), pavardė, institucija, pareigos, tikslus adresas. Autorius turi raštu patvirtinti, kad straipsnis nebuvo pateiktas kitam leidiniui.

Straipsnius pateikti el. paštu. Redakcijos adresas: Mokslinis metodinis centras „Scientia Educologica“, Donelaičio g. 29, LT–78115 Šiauliai. El. paštas: [email protected], [email protected] ; telef. +370 687 95 668.

INSTRUCTIONS FOR AUTHORSThe journal EDUCATION POLICY, MANAGEMENT AND QUALITY publishes scientific, methodical (investigations of educational experiences, case studies, action research and etc.) articles and other original materials relating to the results of investigations and new experiences in the field of education policy, management and quality. All materials sent to the journal should not have been previously published or submitted for publication to other national or international journals. The authors should fulfill the following instructions: The word processed manuscripts of the articles, single spaced and written in Lithuanian, English or Russian should be sent in duplicate, in white paper (A4), keeping margins of 2.5 cm. An electronic copy must be included on diskette (PC format). The preliminary text of the article can be sent as a.doc file in the attachment by e-mail: [email protected]. The text must be elaborated in Word for Windows or compatible word processors, using 12 point Times New Roman letters. The manuscript must have a maximum 7–8 pages, included figures, tables and bibliography. The language must be clear and accurate. The manuscript should be written in an impersonal style. The structure for article: Title, names and surnames of the authors, the institution to which they belong, abstract (50–80 words with key words /no more than five words/), introduction, methodology applied in the investigation, results and discussion, conclusions, acknowledgements, references (the list will be cited in alphabetical order). Articles must be accompanied by a summary of a size not exceeding 15 lines. Editorial procedures: Authors will be notified of the receipt of the manuscript. After an initial review by the coeditors, those manuscripts which meet specifications will be sent to reviewers. Those which do not will be returned to the author. Notification of the status of the manuscript will take place after the deadline date for each issue. The journal coeditors will make editorial changes and send an edited copy of the article to the author prior to publication. The publishing of materials does not mean that the editors are in agreement with the points of view covered by the author.Other information: Authors should give full personal details (full name and surname, address, phone number, e–mail address, and place of work. The authors must to confirm (in writing) that the manuscript is original study and hasn`t been published elsewhere or sent for publish elsewhere.Advertising is accepted in full, half or quarter pages. The rate schedule for advertisements follows: full page (50 EURO), half page (30 EURO), quarter page (15 EURO). Address: Scientific Methodical Center “Scientia Educologica”, Donelaičio Street 29; LT–78115 Siauliai, LithuaniaE–mail: [email protected]; [email protected]; Phone: +370 687 95668.

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PROBLEMS OF PSYCHOLOGY IN THE 21st CENTURY

ISSN 2029-8587Problems of Psychology in the 21st Century is an international, periodical, peer reviewed scientific journal, issued by the Scientia Socialis in cooperation with SMC “Scientia Educologica”.

Problems of Psychology in the 21st Cen-tury (ISSN 2029-8587) is abstracted and/or indexed in:Index Copernicus - http://journals.index-copernicus.com EBSCO - http://search.ebscohost.comContemporary Science Association/AAP databases - http://www.contemporarysci-enceassociation.net/journal/view/1207 Ulrich’s Periodicals Directory - http://ul-richsweb.serialssolutions.com/login Cabell Publishing, Inc., Directories of Academic Journals - http://www.cabells.com/index.aspxDirectory of Research Journal Indexing (DRJI) - http://www.drji.org/SearchDe-tails.aspx?JID=110

Editorial Board

Dr., prof. Ferda Aysan, Dokuz Eylul University, TurkeyDr., prof. Serhiy Boltivets, Grigory Kostyuk Psychological Institute of the Ukrainian National Academy of Pedagogical Sciences, UkraineDr., assoc. prof. Irena Gailiene, SMC “Scientia Educologica”, Republic of LithuaniaDr., prof. Irakli Imedadze, Dimitri Uznadze Georgian Psychological National Society, Geor-giaDr. Julia Lakhvich, Belarusian State University, Republic of BelarusDr., prof. Vladimir S. Karapetyan, Armenian State Pedagogical University named after Kh. Abovyan, ArmeniaDr., prof. Vincentas Lamanauskas, Scientific Methodical Centre „Scientia Educologica“, Republic of Lithuania (Editor-in-Chief)Dr., prof. Mary Anne Lauri, University of Malta, MaltaDr., prof. Maria Ledzińska, University of Warsaw, PolandDr., prof. Aleksandr Lobanov, Belarusian State Pedagogical University, Republic of BelarusDr., prof. Guna Svence, Riga Teacher Training and Educational Management Academy, LatviaDr., assoc. prof. Stanislava Yordanova Stoyanova, South-West University “Neofit Rilski”, Bulgaria

ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ2 0 1 7 , V o l . 9 N o . 1

Sudarė Vincentas Lamanauskas (vyriaus. red.)Redaktorė Loreta Šimutytė-BalčiūnienėDailininkė Loreta Šimutytė-Balčiūnienė

2017-06-30. 4,25 leidyb. apsk. l. Tiražas 100 egz.

Išleido MMC „Scientia Educologica“ Donelaičio g. 29, LT-78115 Šiauliai El. paštas [email protected]

Spausdino UAB „Šiaulių spaustuvė“ P. Lukšio g. 9A, LT-76207 Šiauliai, Lietuva El. paštas [email protected], tel./faksas (8 41) 500 333 Interneto adresas: http://www.dailu.lt

EDUCATION POLICY, MANAGEMENT AND QUALITY2 0 1 7 , V o l . 9 , N o . 1

Compiler Vincentas Lamanauskas (Editor-in-Chief)Language Editor Loreta Šimutytė-BalčiūnienėDesinger Loreta Šimutytė-Balčiūnienė

30 June 2017. 4,25 printer`s sheets. Edition 100.

Publisher SMC „Scientia Educologica“, in cooperation with Scientia Socialis, Donelaicio Street 29, Siauliai, Lithuania E-mail: [email protected]

Printing Joint-stock company „Šiaulių spaustuvė“ 9A P. Lukšio Street LT-76207 Šiauliai, Lithuania Email: [email protected], phone/fax +370 41 500 333 http://www.dailu.lt

AdresasMMC „Scientia Educologica“Donelaičio g. 29, LT-78115 Šiauliai, LietuvaEl. paštas [email protected]. (8 687) 95668 Interneto svetainė http://www.gu.puslapiai.lt/ Kontaktinis asmuo Laima Railienė

AddressSMC „Scientia Educologica“Donelaičio Street 29, LT-78115 Šiauliai, LithuaniaE-mail: [email protected] Phone: +370 687 95668 Home page: http://www.gu.puslapiai.lt/ Contact person: Laima Railienė

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