| Abstract [eng] |
The goal of this Master‘s thesis is to assess teachers‘ competence to teach pupils how to learn. In accordance with scientific and methodical literature, this study seeks to reveal teachers‘ ability to teach. During the interview, the main aims were to reveal subject teachers‘ opinion about the importance of various abilities of pupils‘ learning to learn competence and its development potential in the educational process, to analyze subject teachers‘ abilities and skills for improving pupils‘ learning to learn knowledge, and to assess teachers‘ readiness for assisting pupils who have special educational needs in the learning to learn process. The participants of the study were Kaišiadorys region lower secondary school‘s teachers. Interviews included 10 teachers. The study was conducted in November 2015. The empirical part deals with teacher‘s competence to teach how to learn in inclusive education class. The main findings of the research: 1. Based on the participants‘ answers, it can be concluded that teachers not only consider the importance of various abilities of pupils‘ learning to learn competence positively but emphasize it as an integral part of the educational/learning process. Development possibilities of this competence are concurrent with pupils‘ own motivation and intention to learn, positive emotional environment in the classroom, available material base (textbooks, assignments), communication and collaboration, the possibility to have a teacher‘s assistant and the lower number of pupils in classrooms. 2. Answers of the respondents suppose that they have enough knowledge to develop pupils‘ learning to learn competence. They attend seminars and courses, search information online in the internet pages, share information among colleagues. According to teachers, they teach children to learn through a variety of methods and tools but it is a usual practice of didactic strategies and methods. To conclude, it can be said that teachers confuse learning to learn with conventional teaching/learning, therefore, they think that they are teaching children to learn and pupils are able to learn. The teachers understand the importance of learning to learn; they accent that it is the responsibility of the teacher to the pupils gain competence in learning to learn, but the actual number of working teachers do not. Transferring the responsibility to others: family members or a child. Talking about special education children, removing the responsibility for specialists or even a teacher's assistant . 3. The results of the study revealed that teachers have insufficiently prepared to provide assistance in the learning to learn process for pupils who have special educational needs. As a reason teachers identified psychology, speech therapy and other knowledge of deficit, at the same time recognized, that special education children education successes depends on the teacher of values and a desire to educate such pupils. |
