Pedagogų didaktinės kompetencijos raiška Lietuvos mokyklose
Expression of Teachers Didactic Competence in Lithuania

Summary/Abstract: This article grounded on teachers didactic competence holds the opinion that a teacher can act essentially in different ways by emphasizing one out of three educational paradigms: influence pedagogy, interaction pedagogy and learning (constructionism position). The expression of didactic competence is defined with the following characteristics: knowledge disclosing educational paradigm, skills and standpoints manifesting themselves through: 1) teacher's work style, 2) teaching / learning aims, 3) methods (including assessment), 4) student's motivation. While carrying out the research 916 teachers from different regions of Lithuania were questioned. Referring to the obtained results, the following can be stated: 1. The results allow to assert that basically teachers work under the guidance of influence paradigm, more rarely of interaction paradigm. Hopeful sign is that there are teachers who base their activities on learning paradigm, but they are in the minority. 2. Some contradictions were observed in teachers'assessments. While the teachers demonstrate their approval for interaction paradigm and constructive ideas, they reveal themselves more rarely in the conditions of interaction and constructionism paradigm. 3. It has been defined that Lithuanian teachers cannot be characterized by one prevailing teaching style. Characteristic style of over one third of investigated teachers combines influence and interaction elements and negative approach with respect to learning paradigm. One third of teachers characteristic work style comprises the elements of influence, interaction and learning paradigm's. 4. Most often teachers use such teaching ways such as writing, explanation and questioning which are characteristic of influence pedagogy. Characteristic ways and methods of interaction pedagogy are used more rarely, methods and ways reflecting learning ideas are used rarely and by minority of teachers.

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