Kas yra mokytojų mokytojai? Muzikos mokytojų mokymąsi darbo vietoje skatinantys veiksniai

LTTyrimo objektu pasirinkus muzikos mokytojų mokymąsi darbo vietoje, straipsnyje taikant fotografijos interviu ir refleksijos metodus, identifikuoti trijų grupių (vertinimo, funkciniai ir struktūriniai) muzikos mokytojų mokymąsi darbo vietoje skatinantys veiksniai. Pastebėta, kad Mokytojai „darbo vietą“ nesieja tik su darbu klasėje. Mokymosi veiksniais buvo minimi koncertų lankymas, dalyvavimas seminaruose, projektuose, mokinių ruošimas konkursams, kelionės. [Iš leidinio]Reikšminiai žodžiai: Besimokanti mokyklos bendruomenė; Fotografijos interviu metodas; Mokymąsi skatinantys veiksniai; Mokytojų mokymasis darbo vietoje; Muzikos mokytojų mokymasis darbo vietoje; Factors that influence learning; Learning community; On-the-job training of music teachers; Photographic interview method; Workplace learning.

ENWhen developing a learning society, educational institutions are the ones that change the orientation of people from the kind that is based on teaching, to the kind that is based on learning, that allows to develop qualities and competences of the members of an organization. (Simonaitienė, 2007, p. 67). And yet, how can we asses, whether the teachers are learning and how? Also, how do they identify that they are learning in their workplace? What method would be the most acceptable for that? Aim of the research: To identify the factors that motivates teachers ‘learning in their work environment Methodology of the research Participatory photography method is the kind of method where the participants of the research reply to the questions of the researcher by taking photographs. Later, the photographs are defined, explained and analyzed, while sharing the insights with the researcher (Wuggenig 1990, p. 112). Course of the research. Every participant of the research was contacted prior to the research by telephone or e-mail. They were asked to take photographs of the factors that motivate them to study in their workplace; the time of the interview was arranged also. Some participants of the research invited the researchers to their schools because they wanted to take the pictures right before the interview. Others came to the interview with pictures they have already taken. Selection of the participants of the research. 10 music teachers, who work at their institution for not less than three years, were chosen for the research. After the teachers submitted their photographs, they were asked a few main questions: - Tell me why did you take a photograph of this particular phenomenon? - Tell me why does it motivate you to learn in your work environment? - How do you learn? - Why do you learn in your workplace?.Ethics of the research. Every participant of the research was personally introduced to the goal of the research and got their questions answered. Participation was voluntary. To endure the confidentiality of the participants, they were not asked to provide any personal or other kind of information that would help to identify them. The research was limited by the fact that the teachers represented different institutions and worked with students of different age, that is why only common tendencies were distinguished, no comparison or evaluation was performed. The use of participatory photography method helps to identify the factors that encourage learning in a workplace and the reflection of the participants of the research. Three groups of factors that encourage learning in a workplace were identified - Evaluation (taking part in projects, competitions, received awards) - Functional (information technology use, workplace, tools (course books, traditional and untraditional instruments) - Structural (colleagues, students, going to concerts, trips, taking part in master classes) Teachers do not link "workplace", only with their work in class. Going to concerts, taking part in seminars, projects, student preparation for competitions, trips were also mentioned as learning factors. Teachers' learning in their workplace is encouraged by their desire to improve in their professional work, confidence in themselves and their opportunities, desire to feel good in their work environment. [From the publication]