Self-education as premise and context for teacher’s identity development: the case of master studies in educational science

ENThe article discloses premises and context of self-education as teacher’s identity development. The results of the performed analysis of scientific sources as well as the survey-in-written (in which n = 327 teachers, master students of Lithuanian higher education institutions in the field of educational science took part) have shown that teachers self-education involves conscious process of learning related to teachers’ self-esteem, innovativeness and self-respect. During the research it has become evident that teacher’s self-education is inherent from comprehensive personal development, which allows experiencing learning satisfaction. The teachers, who purposefully study in master studies in educational science at the university, deliberately learn from own experience. The identified components (important for teachers’ identity development) of learning motivation (personal features, collaboration and learning in action, self-motivation as well as the wish to implement changes), of purposefulness of learning (learner’s responsibility, experience, practical value of knowledge abilities and skills, self-analysis, management of learning process) as well as of the analysis of learning activity (reflection on learning process, learning structure, identification of consistency, organization of learning, development) discloses the interaction between self-education and teacher’s identity development. Keywords: identity, teacher, self-education. [From the publication]