Suchergebnisse

For the first time in Lithuania political, managerial and educational contexts of preschool teachers' teaching and learning in the organisation as a workplace are analysed. The aim of the research: to investigate teaching and learning experiences of teachers working in the preschool educational institution in the organization as a workplace and to determine their significance for quality of (self-)education. Preschool teachers' teaching and learning experiences in everyday professional activities, highlighting types and ways (forms, methods) of teaching and learning, are theoretically grounded. It is identified what meanings are given to non-formal and informal experiential teaching and learning of teachers', heads and representatives of the educational policy. Conditions and the environment, in which daily teaching and learning in the organization as a work place takes place, which are favourable for development of non-formal and informal teaching and learning, are distinguished. The results of the empirical study identified links of significance of preschool teachers' teaching and learning with quality of the institution's activities and the child's quality (self-) education, responding to priorities of the institution, and highlighted the need of acknowledgement of teaching and learning in the workplace. Manifestation of teachers' teaching and learning types prevailing in preschool educational institutions (i.e., non-formal and informal) was identified. Research results disclosed possibilities for the teaching staff to improve in the workplace and their diversity. Practical significance of the research is demonstrated by creation of the system of preschool teachers' teaching and learning in the organization as a workplace, grounded on research, and adaptability of the hypothetical model.

For the first time in Lithuania political, managerial and educational contexts of preschool teachers' teaching and learning in the organisation as a workplace are analysed. The aim of the research: to investigate teaching and learning experiences of teachers working in the preschool educational institution in the organization as a workplace and to determine their significance for quality of (self-)education. Preschool teachers' teaching and learning experiences in everyday professional activities, highlighting types and ways (forms, methods) of teaching and learning, are theoretically grounded. It is identified what meanings are given to non-formal and informal experiential teaching and learning of teachers', heads and representatives of the educational policy. Conditions and the environment, in which daily teaching and learning in the organization as a work place takes place, which are favourable for development of non-formal and informal teaching and learning, are distinguished. The results of the empirical study identified links of significance of preschool teachers' teaching and learning with quality of the institution's activities and the child's quality (self-) education, responding to priorities of the institution, and highlighted the need of acknowledgement of teaching and learning in the workplace. Manifestation of teachers' teaching and learning types prevailing in preschool educational institutions (i.e., non-formal and informal) was identified. Research results disclosed possibilities for the teaching staff to improve in the workplace and their diversity. Practical significance of the research is demonstrated by creation of the system of preschool teachers' teaching and learning in the organization as a workplace, grounded on research, and adaptability of the hypothetical model.