| Abstract [eng] |
Summary The Profile of a Globally Competent Teacher in Today's Educational Context of Lithuania A secular approach to education is becoming one of the most important aspects in schools around the world. Globally educated students are increasingly encouraged to be interested, not only in local problems and current affairs, but to care and be interested in what is happening outside their schools or the territories of the continent. Undoubtedly, in order for students to be educated globally, it is very important to prepare globally competent teachers who, by their example and ideas, would help to interest or acquaint students with the current affairs of the world through the educational subject. How to ensure the development of teachers' global competences and the ability to expand them by educating globally citizen ly students in Lithuanian schools. The purpose of the study is to reveal the current profile of a globally competent teacher in Lithuanian schools and future perspectives. The work is based on the literature, projects and analyzes of UNESCO, OECD, OXFAM, ESFA, UPC and Lithuanian educational programs and regulations. In the OECD project Future of Ed ucation, globality in education has existed for several years, therefore, in order to refine the importance of this perspective of future education, it was decided to mainly rely on the data and research of this organization. In the work, it was chosen to conduct a semi-structured interview with subject teachers of basic education. A case study method was used to process the information obtained. After conducting an empirical study, it became clear that the teachers unanimously agree that global education is an important aspect, but its inclusion in lessons is not really established in the context of Lithuanian education, and it is more the teaching of the initiative of individual teachers in order to be interested in the world and improve. During the research, it was found that teachers often enrich their learning by integrating examples from other countries, including global contexts, and as a result, opinions arise that globality does not have defined guidelines in Lithuanian education, due to which integration can be observed very little, as the local or national context prevails. In addition to all this, teachers fear that changing programs have great global potential, but not all taught disciplines are ready to do so, or it depends only on enthusiastic teachers. Such opinions of research participants reveal the lack of competence development in relation to global education in the entire Lithuanian education system. During the research, it also became clear that teachers lack information about global education in Lithuanian: methodical materials, tools, training or even student evaluation. There is much more information in English, but it takes quite a lot of time to find and study it, and sometimes there is even a lack of motivation. The need for global education in Lithuania was also revealed by teachers' insight into children's thinking and changes in attitudes during lessons. There is an obvious change in the student's field of thinking to the problems of various cultures and the ability to solve them and develop tolerance and personal values. It is also valued for motivation, when students are actively involved in the discussion of the world, willingly solve the subject questions of the lesson and develop global competences through: projects, experiments, discussions, raised interesting questions. Research participants distinguish that these activities are usually remembered by students and they often ask teachers to perform similar tasks or even initiate activities themselves by sharing personal ideas. |
