Klaipėdos universitetas

Scientific literature, LR legal acts and analysis of research conducted in Lithuania shows that the process of teachers’ qualification development is related to adult education and organization of teaching / learning, is relevant as a source of improvement of teachers’ pedagogical as well as andragogical activity and acquisition of new competences. But this process is complicated and consists of professional activity’s self-assessment / assessment, planning, self-improvement / improvement, practical application, reflection and as an aspect of quality assurance it is a repeated cycle of actions to improve quality. Knowing that andragogue organiser’s professionalism is one of the most important conditions for this process to be successfully and qualitatively implemented, the issue raised in this article is: what is the role of andragogue organiser’s professionalism in striving for effectiveness of teachers’ qualification development? The conducted quantitative research confirmed the importance of andragogue organiser’s professionalism for the effectiveness of this process. It is found that the main objective of teachers’ qualification development, that is, the quality of their professional activities and the acquisition of new competences will be achieved if the andragogue organiser will professionally implement the teachers’ qualification development process beginning with analysis of learning needs and ending with practical application of acquired competences. In the practical approach empirical data presented in this article can be significant in: 1) seeking to reveal the effectiveness of activity of Klaipeda District Education Centre that provides teachers’ qualification development services; 2) improving and ensuring the quality of this process; 3) achieving andragogue organiser’s professionalism (internal professionalism – improvement of professional competences by examining the analysis of research results, external professionalism – justification of andragogue organiser’s role of professionalism in the effectiveness of teachers’ qualification development).

Straipsnyje teoriškai išanalizavus darbuotojų veiksmingą mokymąsi ir jo plėtros galimybes profesionalumo tobulinimo kontekste tiriamas prekybos vadovų požiūris į tai. Empiriškai (prekybos vadovų požiūriu) atskleista ir pagrįsta profesionalumo tobulinimo, veiksmingo mokymosi samprata ir esmė, veiksmingo mokymosi ir profesionalumo tobulinimo strategijos bei būdai, profesionaliai prekybos vadovų veiklai būtinos kompetencijos, profesionalumo tobulinimo galimybės ir kt. Remiantis pagrindinių tyrimo rezultatų analize ir išvadomis, straipsnyje pateikiama siūlymų mažmeninės prekybos įmonės vadovams.

The first part of the article is intended to reveal theoretical assumptions for a parish priest’s andragogical functions and possibilities for expansion thereof within a community. The second one – empirical research – is intended to present the approach of X community members towards the andragogical functions exercised by the parish priest within the community as well as competencies required for exercising thereof. The article supports andragogical functions exercised by religious denomination leaders – parish priests, possibilities for expansion thereof, in cooperation with adult educator and andragogists, through sharing of experience and collaborating for the benefit of community. The developed empirical research methodology might be helpful to priests of other parishes, too, in exercising the andragogical functions within the community. This article provides recommendations to andragogists and leaders of religious denominations – parish priests, in terms of improvement of the andragogical functions exercising process.

The importance of constant improvement of teachers and andragogue organiser’s professionalism is revealed, advantages and issues of the link between teachers’ qualification development and andragogue organiser’s activity is highlighted to analyse and justify the andragogue organiser’s role in the sphere of teachers’ qualification development. The first part of the article discusses the conception of teachers’ qualification development based on the aspects of professionalism, reveals diversity of andragogue organiser’s activities and multi-functionality in the sphere of teachers’ qualification development. The second part of the article analyses educational documents that regulate teachers’ development activity and andragogues’ professional activity, reviews the state of teachers’ qualification development, carried out research and recognition of andragogue’s professional activity in Lithuania. Justified conception of teachers’ qualification development, revealed diversity and multi-functionality of andragogue’s activities and proven importance of andragogue organiser’s professionalism to ensure the quality of teachers’ qualification reveals theoretical novelty and significance of this article.

With the changing and expanding approach to the creation of a learning environment as one of the essential factors in the quality of the organisation of the learning process, the article reveals the links that underpin the importance of an andragogue’s general competencies for the development of a transformative learning environment. The relevance of the scientific problem is highlighted by the theoretical and empirical search for the general competencies of the andragogue, which creates favourable preconditions for the transformation of the learner’s empowerment personality. The participants in the research were employees of health-care institutions in various regions of Lithuania who have participated in in-service training events at the Centre for Continuing Studies of the Faculty of Social Sciences and Humanities at Klaipėda University. The analysis of the need for health-care professionals due to the importance of an andragogue’s general competencies in creating a transformative learning environment has highlighted the direct impact of age on different needs. The results of the research show that an andragogue’s general competencies help to create a transformative learning environment, in which the totality of intellectual, emotional and practical dynamics enables the learner’s transformation, focusing on personal qualities, abilities, skills, attitudes and positive attitudes, and the development of a mindset for continuous improvement. Suggestions are provided to andragogues on how to streamline changes in adult learning that focus on personality change by creating a transformative learning environment.