Grupinio darbo metodo taikymo galimybės suaugusiųjų ugdymo(si) procese
Possibility to Apply Group Work Method in the Process of Adult Education (Self-Education)

Summary/Abstract: The strategies of the system development of learning all the life are emphasized in different levels. In order to create social and financial possibilities for the constant adults learning. In the information society learning all the life as well as adapting oneself to constantly changing economic development becomes the necessity. Activeness of adults' education (self-education), initiative, social skills are developed during the group work. Research object. Group work in the process of adults' education (self-education). Research objective: 1) to reveal the more vivid peculiarities of applying group work method while organizing in the process of adults' education (self-education) . Research methods. Analysis of the literature, respondents' questionnaires, analysis of statistic empiric data, that was performed applying SPSS 10.0 computer data processing program. In order to set the statistic difference of the values, the chi square was used. 120 respondents participated in the research: 80 students from adults school and 40 andragogs. The research was performed in Vilnius Gabrieles Petkevicaites Bites Adult Training Centre and Jonavos Adult Education Centre. The research data confirm, that applying of the group work method in the process of adults education (self-education) provides a possibility to take into consideration the experience of adults, peculiarities of studies. Teachers during the group work aims at developing independent studying skills, as well as to make sure that the subject is understood and accepted. The andragogs of Vilnius Gabrieles Petkevicaites Bites Adult Training Centre, compared to the andragogs of Jonavos Adult Education Centre, while compiling the work groups, more allow the adult students to distribute themselves into groups independently according to their skills. The teachers of Jonavos Adult Education Centre, while evaluating the students during the group work, more often provides a possibility for students themselves to evaluate each other. The opinion of adult students and that of andragogs regarding the role of teacher during the group work differs. Teachers more than students tend to provide the role of advisor, organizer and initiator to the teacher. However, teachers having a higher qualification, more often assigns to the teacher the role of initiator, whereas teachers not having higher qualification, more often assigns to the teacher the role of observer. The purposefulness of group work while making sure the knowledge is properly obtained, aiming at getting the students interested and while forming the critical way of thinking, is noticed more by teachers than the students.

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