Pedagogų mokymosi visą gyvenimą motyvacija ir problemos

LTReikšminiai žodžiai: Formalus mokymas; Informalus mokymas; Kvalifikacijos tobulinimas; Mokymasis visą gyvenimą; Neformalus mokymas; Pedagogai, mokymasis visą gyvenimą, kvalifikacijos tobulinimas, formalus mokymas, neformalus mokymas, savaiminis mokymasis; Pedagogas; Educator; Educators, Life-long learning, Qualification development, Formal teaching, Non-formal teaching, Informal teaching; Formal teaching; Informal teaching; Life-long learning; Non-formal teaching; Qualification development.

ENGlobalization, information explosion, rapid changes, society decomposition are the challenges of the 21st century: they raise new requirements for a person, society and the education system. Today a teacher should be flexible, permanently interested in teaching innovations, constantly learning, researching his/her activity. The purpose of the final Master’s work is investigating motivation, learning motives and problems of the Utena region educators during their lifelong learning. The research has been done in January, 2005. 245 educators of various education institutions of Utena Region (i.e. of primary, basic, secondary, vocational and higher education) have participated in the research. In the empiric research it has been stated that 94 % of the educators consider lifelong learning as necessary; last year 87 % of the respondents were studying. The research shows that educators’ abilities in their specialty have been greatly improved (97%) after the graduation from the formal education institutions; and the social competencies have also improved (86%). Motives of the educators concerning learning are mostly internal: the wish not to lag behind, to be socially active.External motives are as follows: to be employed the hope to get a higher salary, the wish to be retrained. The most popular ways of the educators learning ate non-formal learning and informal learning. Four fifths of the educators were learning at the seminars and courses, every tenth educator was studying abroad; 12 % of the pedagogues were engaged in the distance learning, almost 70% of the educators learn at home, at the library. One fourth of educators learned formally. In the Master’s work the following conclusions have been made: the attitude of Utena Region educators towards the life-long learning is positive; internal motives prevail in the learning motivation; the most important barriers for the learning are the shortage of finances and time. [From the publication]