| Abstract [eng] |
The rapid change of social and cultural life of the 21st century, the development of the information society, and globalization determine the changes taking place in the world. It also affects educators, and they are subject to increasing demands. Lifelong learning is becoming a key paradigm for ever evolving education. One way of learning and developing is self-education. In order to ensure educational success the teacher must constantly improve himself, develop himself in the professional field, look for innovations, and take interest in the activities of other teachers. The object of the research is pedagogical self-education. The aim of the research is to find out the expression of the teachers' self-development in order to achieve professional development at Mažeikių “X” nursery school. Research Methods: Theoretical Literature Analysis, which made it possible to find out the pedagogical personality's self-expression in achieving theoretical approaches to professional development. Semi-structured interview, which helped to reveal the self-expression of teachers in the context of self-education goals and process peculiarities. The questionnaire provided an opportunity to explore teacher self-expression in the context of a variety of factors, directions and ways of choosing. Research sample and organization: the study was carried out at Mažeikių “X” nursery school, case study was performed. 19 out of 22 working teachers participated in the study. It was conducted during the month of January 2019. Research results. The analysis of scientific literature has revealed that professional development is seen as a necessity in a rapidly changing society that requires improvement. One way of educating teaching staff is self-education. Self-education is associated with a modern, dynamic, holistic concept of education. In this study, self-education is treated as conscious (Foley, 2007), a purposeful (Baublienė, 2003) process in which the person himself takes responsibility for organising hisown development, ways and goals (Vaivada, 2012). Analysis of empirical research results revealed that educators' goal of self-education is their own development and application of knowledge. It was established that the teachers of Mažeikių “X” nursery school during self-education responsibly chose educational processes, motivating themselves with activities that they find pleasing, and purposefully and independently choose improvement measures. The most interesting directions of self-education are distinguished: improvement of educational process, cognitive issues and development of emotional intelligence. The study identifies the most acceptable ways of self-education that is self-development and self-learning. |
