Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/34030
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dc.contributor.authorBukantaitė, Daiva-
dc.contributor.authorKubiliūtė, Monika-
dc.coverage.spatialLT-
dc.date.accessioned2017-03-17T08:50:31Z-
dc.date.available2017-03-17T08:50:31Z-
dc.date.issued2015-
dc.identifier.issn18223338-
dc.identifier.otherVDU02-000019071-
dc.identifier.urihttps://hdl.handle.net/20.500.12259/34030-
dc.identifier.urihttps://eltalpykla.vdu.lt/1/34030-
dc.identifier.urihttps://doi.org/10.1515/arhss-2015-0004-
dc.description.abstractAim of the study was to identify the factors that motivate teachers‘ learning in their work environment Participatory photography method is the kind of method where the participants of the research reply to the questions of the researcher by taking photographs. Later, the photographs are defined, explained and analyzed, while sharing the insights with the researcher. Every participant of the research was contacted prior to the research by telephone or e-mail. They were asked to take photographs of the factors that motivate them to study in their workplace; the time of the interview was arranged also. Some participants of the research invited the researchers to their schools because they wanted to take the pictures right before the interview. Others came to the interview with pictures they have already taken. 10 music teachers, who work at their institution for not less than three years, were chosen for the research. After the teachers submitted their photographs, they were asked a few main questions: Why did you take a photograph of this particular phenomenon? Why does it motivate you to learn in your work environment? How do you learn? Why do you learn in your workplace? Every research participant was personally introduced to the goal of the research and got their questions answered. Participation was voluntary. To endure the confidentiality of the participants, they were not asked to provide any personal or other kind of information that would help to identify them. The research was limited by the fact that the teachers represented different institutions and worked with students of different age, that is why only common tendencies were distinguished, no comparison or evaluation was performed.[...]en
dc.description.sponsorshipMuzikos akademija-
dc.description.sponsorshipMuzikos teorijos ir pedagogikos katedra-
dc.description.sponsorshipVytauto Didžiojo universitetas-
dc.format.extentp. 24-32-
dc.language.isoen-
dc.relation.ispartofApplied research in health and social sciences: interface and interaction = Sveikatos ir socialinių mokslų taikomieji tyrimai: sandūra ir sąveika. Klaipėda, Berlin : Klaipėdos kolegija ; De Gruyter, 2015, Vol. 12, iss. 1-
dc.relation.isreferencedbyIndexCopernicus-
dc.relation.isreferencedbySocINDEX with Full Text (EBSCO)-
dc.relation.isreferencedbyDe Gruyter-
dc.rightsSutarties data 2016-03-25, nr. B000190, laisvai prieinamas internetelt_LT
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/-
dc.subjectMuzikos mokytojailt
dc.subjectMuzikinis lavinimaslt
dc.subjectMokymasislt
dc.subjectLearningen
dc.subjectMusic teachersen
dc.subjectMusic trainingen
dc.subject.otherEdukologija (S007)lt
dc.subject.otherEducology (S007)en
dc.titleFactors which motivate music teachers’ training in their working environmenten
dc.typeStraipsnis kitose duomenų bazėse (S4)lt
dc.typeArticle in other databases (S4)en
dc.identifier.doihttps://doi.org/10.1515/arhss-2015-0004-
dcterms.bibliographicCitation10-
dc.date.updated2017-08-11T11:50Z-
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local.typeS-
item.fulltextWith Fulltext-
item.grantfulltextopen-
crisitem.author.deptEdukologijos tyrimų institutas-
crisitem.author.deptMuzikos akademija-
Appears in Collections:1. Straipsniai / Articles
Universiteto mokslo publikacijos / University Research Publications
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