Biografijos suformuotos savaiminio mokymosi struktūros sąsaja su pedagogo profesinės kompetencijos ugdymusi
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This article emphasizes experiences that shaped the pedagogue’s individual structure of informal learning. While talking about lifelong learning and constantly growing requirements for pedagogue’s professionalism, initially it is important to understand how development of pedagogue’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 pedagogue’s individual structure of informal learning determined by biographical circumstances leading to the development of the pedagogue’s professional competence. 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 life stories of the participants in the research reveal the significant resources for the pedagogue‘s professional competence and their informal learning activities in biographical conditions. These resources are the basis for the development of professional competence for informal learning processes. Social and emotional environment - family lifestyle, loss of relatives, maternity experiences, professionalism of pedagogues in individual‘s school years, as well as learning motivation, cognitive interests - the desire to compensate for the lack of pedagogical education, the meaningfulness of learning, the striving for self-realization determine the process of informal learning of pedagogues, reveal their connection with the individuality of the subjects‘ biography. e emerging styles of informal learning, such as learning by acting, testing, learning through observation, learning through reading, are regarded as individual learning ways for pedagogues, the manifestation of which is in uenced by bio- graphical processes of socialization and experience. By these individual ways of informal learning, not only the knowledge of the subject is acquired, but also the social-communicative and methodological competencies are developed, as integral parts of professional competence.
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