| Abstract [eng] |
We live in the period when it is getting more and more difficult to be in step with developing science, technique and economy. Reforming the law of education more attention is paid to the attainment and development of adults’ qualification. Now all employees of educational institutions speak about development of schools and their changes. How to achieve the aim if incompetent, unqualified pedagogues, who do not want to improve their knowledge, work there. The demand of continuous learning should be developed in primary school and the “…teachers are the main factor of education changes and schools development” (Hargeaves, 1999, p. 9). Whereas the proportion and quality of teachers’ work are closely related to professional and personal development, the priority in development plan in education reform is preferred to the teachers’ work now. The subject of the research is pedagogues’ developmental motivation in continuous learning context. The aim of the research is to analyze teachers’ developmental demands and motivation in continuous learning context in Mazeikiai district. The objectives of the work are the following: to make the analysis of adult education regulating documents; to reveal the theoretical motives of adults learning; to find out pedagogues’ developmental motives, demands and opportunities using the method of questionnaire survey. The methods of the research are: analysis of theoretical literature sources; questionnaire; statistical analysis of questionnaire data. 260 pedagogues from Mazeikiai district participated in the research. The following conclusions were made: Pedagogues who work in village schools participate in continuous learning more actively than those who work in town. The main reasons why teachers who work in Mazeikiai district and learning are: university education was not required on time or inability to be employed according to available speciality. |
