Suaugusiųjų mokymosi motyvacija

Abstract

The object of the research is learning motivation of music and primary school teachers. The objective of the research is to disclose peculiarities of music and primary school teacher learning motivation. The methods of the research: analysis of scientific literary sources, surveying on the basis of a specially prepared questionnaire, educational observation, qualitative and statistical data analysis. The research was carried out in 2006-2007. It included surveying of 121 extramural students of music and 64 students of primary education (studying by reference) representing different regions of the country. The ages of the research participants vary to a great extent - they range from 19 to 50 years and over. The major motives of learning music and primary education have been determined. They are seeking higher university-type education, a wish to acquire knowledge, a wish not to lag behind life, a wish to receive a diploma, internal drive, as well as a need for communication. The research also disclosed the main factors hindering learning (i.e. the ones suppressing learning motivation): financial difficulties, age, health problems, negative attitudes of employers, envy among colleagues, and absence of support among family members. A relation has been distinguished between age and learning satisfaction. Teacher education has become inevitable necessity nowadays, however, there exists a lack of interest into motives and needs of teacher education. The article is an analysis of the motivation problem in adult education. The investigation was devoted to analysing the motives of teachers related to their decisions to study at a higher school; the article also presents their opinions and expectations on learning, discusses factors hindering their studies, as well as distinguishes internal and external motives. The term of teacher motivation is interpreted in the present article as a system and process of promoting learning among in-service teachers having pedagogical jobs. Although adult education is increasingly receiving attention, the learning motivation of music teachers having sufficient pedagogical experience has been investigated to a small extent. Understanding that both internal and external factors determine learning, the author wants to verify whether the internal motives of educators having the speciality of a musician and being fosterers of spiritual values are stronger than the external ones. Therefore, the article is devoted to analysing preconditions significant for learning and related to choices and needs of a personality.