Informal learning based on biographical circumstances: expression of teacher’s competences

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.Šiame straipsnyje akcentuojamos biografinių aplinkybių nulemtos patirtys, paskatinusios pedagogus mokytis informaliai, taip pat tapusios pedagogo profesijos kompetencijų ugdymosi pagrindu. Kalbant apie mokymąsi visą gyvenimą ir apie vis didėjančius reikalavimus pedagogų profesionalumui, pirmiausia aktualu suprasti, kaip vyksta pedagogo profesijos kompetencijų ugdymasis mokantis informaliai, o tuomet galima kalbėti ir apie struktūras, įgalinančias šį procesą. Straipsnio tikslas – atskleisti biografinių aplinkybių inspiruotą pedagogo profesijos kompetencijų raišką mokantis informaliai. Gautų duomenų analizė ir rezultatai remiasi abdukcinės teorijos konstravimo tyrimo logika pagal Peirce bei Grindžiamosios teorijos metodologija pagal Strauss ir Corbin (1996). Informaliojo mokymosi procesai, svarbūs pedagogo profesijos kompetencijoms, prasideda jau vaikystėje. Mokymosi patirtys vaikystėje, tolimesnės biografinės patirtys ne tik lemia susidomėjimą pedagogo profesija, bet ir ugdo pedagoginius gebėjimus, vertybines nuostatas