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  • Author: Daiva Bukantaitė x
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Daiva Bukantaitė and Monika Kubiliūtė

Abstract

Aim 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. Findings: three groups of factors that encourage learning in a workplace were identified: evaluation (taking part in projects, competitions, received awards); functional (information technology use, workplace, tools (course books, traditional and untraditional instruments); structural (colleagues, students, going to concerts, trips, taking part in master classes). Conclusion: Teachers do not link "workplace", only with their work in class. Going to concerts, taking part in seminars, projects, student preparation for competitions, trips were also mentioned as learning factors. Teachers' learning in their workplace is encouraged by their desire to improve in their professional work, confidence in themselves and their opportunities, desire to feel good in their work environment.