| Abstract [eng] |
Increasing flow of information requires people to acquire more and more knowledge, skills and competencies with the abilities to select, systemize, analyze and spread such knowledge. For these reasons in order to have successful education organization activities, implementation of targets, positive changes, improvement of institution and self-realization, motivation of organization members, positive psychological climate of organization, it is critical for preschool institutions to create and develop reliable and responsible culture of cooperation. Scientific literature and other information sources pay much attention to definition of not traditional forms of cooperation and their development. One of which is the culture of network cooperation. Taking into consideration its main principles it is closely related to experiential learning which is becoming more and more popular in municipalities. Educators acquire new experience, improve professional competencies, construct knowledge and at the same time improve activities of their organization and the quality of education system through searching for answers to the concerned questions, creation of education situations, applying the existing knowledge. The problem of research is specified considering the following problematic issue: how the culture of network cooperation is created when implementing experiential learning of preschool educators of Mazeikiai District. Object of research: creation of culture of network cooperation when implementing experiential learning of preschool educators of Mazeikiai District. Target of research: to make a research on how culture of network cooperation is created when implementing experiential learning of preschool educators of Mazeikiai District. Methods of research. The research is based on theoretical, empirical methods of data processing and analysis. The research was made in May 2020 in Mazeikiai District on a base case analysis strategy using qualitative research methods (written virtual interview, virtual focus discussions). Results of empirical research reflect that the process of creation of network cooperation is impacted by the following components: environment, partnership, process, communication, purpose/target, resources. In addition, it was identified that the success of creation of network cooperation when implementing experiential learning of preschool educators of Mazeikiai District is is conditioned by the manager’s role of organization, microclimate of education institution, relations of the members of community, attitude of organization which create a feedback of the principles of the organization and characteristics of today’s education organization. When analyzing the data of research it was identified that negative features of characters of colleagues, competition, indifference, variety, too much flow of proposals of cooperation, lack of time hinder creation of culture of network cooperation when implementing experiential learning of preschool educators of Mazeikiai District. Perspectives of improvement of creation of culture of network cooperation when implementing experiential learning of preschool educators of Mazeikiai District were identified which include the following: making a positive microclimate, financial support, improvement of social interaction, openness of preschool education institutions, promotion of initiatives, feedback of needs of educators, creation of conditions for participation, need of knowledge on experiential learning. During empirical research it was found that the participants consider it as a complex, systematic and productive process which enables improving professional competencies of preschool education, strengthen relations both in-house the institution and in the inter-institutions level, improve processes of education organization and the quality of activities. |
