Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/52821
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dc.contributor.authorBukantaitė, Daiva-
dc.contributor.authorKubiliūtė, Monika-
dc.coverage.spatialLT-
dc.date.accessioned2018-10-06T23:35:37Z-
dc.date.available2018-10-06T23:35:37Z-
dc.date.issued2015-
dc.identifier.isbn9789955859031-
dc.identifier.otherVDU02-000018500-
dc.identifier.urihttps://hdl.handle.net/20.500.12259/52821-
dc.description.abstractTyrimo objektu pasirinkus muzikos mokytojų mokymąsi darbo vietoje, straipsnyje taikant fotografijos interviu ir refleksijos metodus, identifikuoti trijų grupių (vertinimo, funkciniai ir struktūriniai) muzikos mokytojų mokymąsi darbo vietoje skatinantys veiksniai. Pastebėta, kad Mokytojai „darbo vietą“ nesieja tik su darbu klasėje. Mokymosi veiksniais buvo minimi koncertų lankymas, dalyvavimas seminaruose, projektuose, mokinių ruošimas konkursams, kelionėslt
dc.description.abstractWhen developing a learning society, educational institutions are the ones that change the orientation of people from the kind that is based on teaching, to the kind that is based on learning, that allows to develop qualities and competences of the members of an organization. (Simonaitienė, 2007, p. 67). And yet, how can we asses, whether the teachers are learning and how? Also, how do they identify that they are learning in their workplace? What method would be the most acceptable for that? Aim of the research: To identify the factors that motivates teachers ‘learning in their work environment Methodology of the research 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 (Wuggenig 1990, p. 112). Course of the research. 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.[...]en
dc.description.sponsorshipMuzikos akademija-
dc.description.sponsorshipMuzikos teorijos ir pedagogikos katedra-
dc.description.sponsorshipVytauto Didžiojo universitetas-
dc.format.extentp. 20-27-
dc.language.isolt-
dc.relation.ispartofStudijos šiuolaikinėje visuomenėje 2015 : 2-osios tarptautinės mokslinės konferencijos pranešimų medžiaga = Studies in modern society 2015 : material of the 2nd international scientific conference. Šiauliai : Šiaurės Lietuvos kolegija, 2015-
dc.subjectMuzikos mokytojailt
dc.subjectMokymasis darbo vietojelt
dc.subjectFotografijos interviult
dc.subjectInterviu metodaslt
dc.subjectLearning in the workplaceen
dc.subjectTeachersen
dc.subjectInterview methoden
dc.subject.classificationStraipsnis recenzuojamoje Lietuvos tarptautinės konferencijos medžiagoje / Article in peer-reviewed Lithuanian international conference proceedings (P1e)-
dc.subject.otherEdukologija / Education (S007)-
dc.titleKas yra mokytojų mokytojai? Muzikos mokytojų mokymąsi darbo vietoje skatinantys veiksniailt
dc.title.alternativeWho are teachers’ trainers? Factors which motivate music teachers’ training in their working environmenten
dc.typeresearch article-
dcterms.bibliographicCitation9-
dc.date.updated2016-10-12T14:28Z-
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local.typeP-
item.grantfulltextopen-
item.fulltextWith Fulltext-
crisitem.author.deptMuzikos teorijos ir pedagogikos katedra-
crisitem.author.deptMuzikos akademija-
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications
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