Studentų savirefleksija kaip tęstinių studijų programos kaitos būdas
Students’ self-reflection as means of changes in countinuig study programme

Summary/Abstract: The article analyses primary data, received during a diagnostic research, aimed to assess efficiency of the newly developed Study (continuing) Programme of Educational Science (Primary Education). The study programme is targeted at college graduates who strive for pursuance of Bachelor degree of university studies and preparation for further second-cycle (master study programme) studies. The data analysis and interpretation are based on ideas expressed in theories of adult teaching, distant studies organising and study programme development (Laužackas R., 2000, Kraujutaitytė L., Pečkaitis J. S., 2003, Milton D., 1997, Ramsden P., 1994, Rogers A. 2000). Propositions regarding conscious adult learning, purposive and personality growth – centred educational expectations are of particular importance in the research. The conception of Study (continuing) Programme of Educational Science (Primary Education) is substantiated by the opinion provided for in the theory of adult teaching. It states that one of the ways to ensure study quality and to improve the programme is based on proper application of students’ opinion and their experience. In fact, university studies do not only focus on knowledge and competence development but also realise the key mission of university – personal growth of an individual and changes in his/her self-evaluation. Therefore, this research made an attempt to clarify whether students relate expectations of continuing studies with the growth of their own personality, whether they are able to observe changes in their own personality. The research also focused on identifying to what extent the fixed personal growth can be attached to this study programme and on providing trends for further improvement of the programme. Aim of the research is to analyse efficiency of the study programme and to foresee possible trends of its change through investigation of interaction of students’ personal expectations with changes in their personality at the end of the programme. Research methods: analysis of scientific pedagogical literature (on issues regarding models of adult teaching, study programme development, assessment), diagnostic research and data analysis. Research results and conclusions. Providing expectations related to continuing studies, the respondents demonstrated insufficient perception of purpose of university studies and extramural form of studies. Some of them expected to further learn ‘how to conduct a lesson’, i.e. to develop their practical competences. However, in order to avoid duplication of college content, the focus of continuing studies is different. A number of the students failed to formulate solid motivation for studies: having pointed out expectations such as ‘to pass examinations’, ‘to successfully finish the studies’, they demonstrated their strive only for ‘completion of the programme’ in one way or another...

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