Biografinių aplinkybių nulemtas informalusis mokymasis: pedagogo profesijos kompetencijų raiška
This article emphasizes experience determined by biographical circumstances, which encouraged informal learning and simultaneously became the basis for competences of a teacher’s profession. While talking about lifelong learning and constantly growing requirements for teachers’ professionalism, initially it is important to understand how development of teacher’s competences occurs by learning informally. Only then one can talk about structures enabling this process. The aim of the article is to reveal the expression of teacher’s competences inspired by biographical circumstances when learning informally. The analysis and outcomes of the obtained data are grounded on the theory of abductive research logic according to Peirce and theory-based methodology according to Strauss and Corbin (1996). The outcomes show that informal learning processes relevant to teacher’s competences start in one’s childhood. Learning experiences in childhood, subsequent biographical experiences not only determine interest in a teacher’s profession but also develop pedagogic skills and allow one to construct his/her knowledge. Here the levels of developing general, didactic and subject competences become apparent. The very process of learning can be not always perceived by an individual consciously. It is most difficult to perceive and evaluate development of personal qualities and moral values. However, in this case it is identified in biographical circumstances related to close family members and persons who are authorities to a learner. Pedagogic potential observed and outlined by surrounding people as well as likes that became apparent in childhood and self-perception become the basis for subsequent development of abilities, skills and at the same time affect processes of informal learning.
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