ANDRAGOGIKOS MOKSLO ŽURNALAS Nr. 2 - Klaipėdos ...

eflection, mutual understanding and mutual help. Different roles require different
performance competencies, however they are not constant, so the lecturer shall follow ones
competences level and master them. The study results revealed that it is more actual for
younger age students that the lecturer has mastered the organization of adult learning, with
respect to group heterogeneity, size, the selection of interesting and effective methods,
didactic, consultancy competences, and the elder age learners prefer the lecturer‘s
communication, assistance competences. The study of scientific literature and the research
data analysis made it possible to accentuate the main andragogues realization activity
peculiarities from the aspect of didactics: knowledge of adult learners needs, aims,
psychological characteristics; studentens experience and subject(s) based implementation of
didactic strategies; development of personal, social, didactic competences; continuous
improvement and refreshment; activation of students‘ critical thinking; management of
heterogeneity; aspirations together with an adult learner of mutual help, understanding and
cooperation. For the increase of efficiency and improvement of andragogues activities from
didactic aspect, the following is recommended for University lecturers: 1) pay attention not
only to professional training, but also to the regular education, the expansion of adult learners
psychology and cognitive needs, create a set of andragogical didactic methods, which would
allow to model them flexibilly, to vary, while responding to students' expectations, improving
the quality of training and the teaching process; 2) assess and respond to the adult lecturer
personal requirements for social development, in the context of the learners expectations, try
to develop tolerance, responsibility, empathy and flexibility to develop a friendly cooperative
atmosphere and supportive learning environment; 3) continuously self educate and foster
professional ethics, conceptual thinking skills, ability to see the reality change, discern the
trends, evaluate them, link training content to learners' goals, recognizing the significant
importance of the didactic methods that encourage the students critical thinking and reflexive
activity; 4) critically assess own competence and professionalism, and focus on areas for
improvement; 5) develop not only theoretical or practical, but also social students
competences and encourage their evolution, which shall express in new forms of
communication and cooperation in connection with new thinking and human relations
techniques; 6) given to adult personality, heterogeneity, learning needs and situation, select
and apply optimal andragogical interaction tools and techniques to stimulate the activity of
learning, motivation, self-learning. Increase of the learnng process efficiency and facilitating
the activities of didactic teaching, university students are encouraged to: actively, working
together with teachers, participate in the learning process of organizing, developing,
explicating their goals, expectations, needs, support selection of didactic methods, tools,
techniques and so on.
KEY WORDS: andragogue lecturer, realization activity field, didactics, peculiarities.
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