The Changes in Assessment of Future Fine Art and Design Pedagogue’s Learning Outcomes, Priorities of Professional Significance ; Būsimų dailės ir dizaino pedagogų studijų rezultatų vertinimo kaita, profesinio reikšmingumo prioritetai

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 ...