The Changes in Assessment of Future Fine Art and Design Pedagogue’s Learning Outcomes, Priorities of Professional Significance
Authors: Grigaliūnaitė Gedutė 
Published: August 2015

The article deals with the significance of learning outcomes, theoretical attitudes making  impact on their relevance. The changes in activities of art pedagogues and study programmes are analyzed. In preparation and implementation of study programmes, it is important to survey  what is really needed for a specialist-to-be, what learning outcomes must be achieved by one. The  singling out, emphasizing of various fields of learning outcomes, even assessment underline the  cohesion of outcomes and precondition the integer character of education. According to groups  of outcomes singled out, it has been estimated what is emphasized for future fine art and design  pedagogues. The group of the outcomes on abilities to carry out research is assessed a little lower  and allows drawing assumptions on improvement of this field in the study programme Fine Art and Design. The changes impacted by new Regulations of Pedagogue Training predetermine the  professional identity direction of art pedagogues, from a teacher creator to a more universal  pedagogue who not so much actively creates but has more knowledge on art.    The aim of the research presented in the article is to investigate the emphasis of learning  outcomes of future fine art and design pedagogues, the assessment by drawing an assumption  that this reflects professional significance.  The research problem question: what groups of learning outcomes are the most emphasized,  valued, perceived?  The research object is the assessment of future fine art and design pedagogues’ learning  outcomes as a priority of professional significance.  The surveyed: the research sample is a target sample. In total, 52 respondents filled in the questionnaires: these were Bachelor’s students of Fine Art and Design speciality (this constitutes  65 % of all students of the programme studying in 2012–2013).  Research methods. The method of data collection: an anonymous questionnaire in a written form. The research was carried out in spring of 2013. The method of data analysis: statistical  analysis, for analysis of correlation between variables of nominal and range scales the SPSS tables  of features rates (Crosstabs) were used.Economic rationalism, management theories, entrepreneurship ideas prompt the orientation  of the study programme towards interested groups, their needs and society expectations. In the training of art pedagogues, the tendency towards education of a more universal pedagogue and  a specialist generating ideas of conceptual project-method-based art and science. The changing   teacher’s professional identity predetermines significance of results in all fields of education.    The research in the context of art pedagogues’ training may deal with scientific research,  pedagogical  practical  placements,  part  of  educational  performance  and  reflection  as  well  as  new field under formation, like a character of experimental art research. In the training of fine  art and design pedagogues, a clearer emphasis on, integration of abilities to carry out research  into various activities (both theoretical pedagogical artistic subjects and practical placements,  analytical research work when preparing for a creative process) must be made.   Selection of the research-based model of performance, planning, implementation, development, correction are also characteristic to performance of an art pedagogue; therefore, abilities to carry  out research should find their place in both training of pedagogues and everyday practices of art  subjects teachers, creating a new field of teacher’s identity and professional significance.