| Abstract [eng] |
Research shows that in the context of the lifelong learning paradigm, self-directed learning creates preconditions for constant and meaningful, going hand in hand with a changing environment, personality change (Giddings, 2015; Guglielmino, 2013; S. Vaivada, 2012; Leliūgienė, 2011). Music education, which complements formal education, is, in the essence of the realization of its educational process, close to the essence of the self-directed learning process, therefore there are theoretical and practical possibilities for the realization of self-directed learning in a music school. The application of self-directed learning redistributes the power and responsibilities of the participants of the educational process, therefore opportune preconditions are created for the change of the interaction between the pupil and the educator and for the transition from teaching to learning. Therefore, the provision is observed that the implementation of self-directed learning in educational practice changes the quality of the educational process. The master's thesis analyzes how the self-directed learning, established in the educational process of a specific music education institution (music school) that complements formal education changes the interaction between the pupil and the educator, what circumstances are significant, what are the links with the quality of the educational process. The aim of the research – to study the possibilities of improving the quality of the music education process complementary to formal education by applying self-directed learning. The analysis of the scientific literature showed that the quality of the educational process in music education complementary to formal education is the process in which the needs of the pupil's self-expression are met in the context of educational interaction and the set educational goals are achieved. It also became clear that systematically implemented self-directed learning causes redistribution of power between the participants of the educational process, therefore creating opportune preconditions for pupil-educator interaction, when the educator moves from care to thoughtful creation of conditions for learning, while the pupil has the opportunities to realize his/her "own self" and take on more responsibility for his/her learning. Therefore, self-directed learning can be considered as a factor influencing the quality of the process of music education that changes and complements educational interaction. The analysis of the content of the documents governing education allows to state that the possibilities of realization of self-directed learning are established in the documents at a national level. Institutional-level documents (a specific case) set out partial preconditions for the implementation of self-directed learning in a music school, which are more implied rather than clearly expressed. The analysis of the results of the empirical research - semi-structured interview of teachers and the content of students' thematic essays allows to state that teachers understand self-directed learning and its importance theoretically, but teaching itself has not become a natural strategy for organizing the educational process; fragmentary features of pupils' self-direction are seen, positions of learning power are more characteristic of teachers than pupils. Therefore, it can be assumed that in order to achieve the quality of education, it is expedient to apply self-directed learning as a system in the educational process, and not its separate fragments. Sample of the study: sixteen teachers of the X district music school and thirteen students of the VII-XI grades in music school. |
