Significance of preschool teachers' teaching and learning experiences in the workplace for quality of (self-)education

Disertacijoje analizuojami ikimokyklinio ugdymo įstaigų pedagogų mokymo(si) organizacijoje, t. y. darbo vietoje, politiniai, vadybiniai ir edukaciniai kontekstai. Tyrimo tikslas – ištirti ikimokyklinio ugdymo įstaigos pedagogų mokymo(si) organizacijoje kaip darbo vietoje patirtis ir nustatyti jų reikšmingumą ugdymo(si) kokybei. Darbe teoriškai pagrindžiamos ikimokyklinio ugdymo įstaigų pedagogų mokymo(si) patirtys kasdienėje profesinėje veikloje, išryškinami mokymo(si) tipai ir būdai (formos, metodai), nustatoma, kaip pedagogai, vadovai, švietimo politikos atstovai vertina neformalųjį ir informalųjį patirtinį mokymą(si). Išskiriamos sąlygos ir aplinkos, kuriose vyksta kasdienis mokymas(is) darbo vietoje, palankioje neformaliojo ir informaliojo mokymo(si) plėtotei. Empirinio tyrimo rezultatai identifikavo ikimokyklinių ugdymo įstaigų pedagogų mokymo(si) reikšmingumo sąsajas su įstaigos veiklos kokybe ir kokybišku vaiko ugdymu(si) atsižvelgiant į įstaigos prioritetus, išryškino mokymo(si) darbo vietoje pripažinimo poreikį. Išanalizuota ir apibūdinta ikimokyklinio ugdymo įstaigose dominuojanti pedagogų mokymo(si) tipų, t. y. neformaliojo ir informaliojo, raiška. Rezultatai atskleidė pedagoginio personalo mokymo(si) darbo vietoje galimybes ir jų įvairovę. Praktinį darbo reikšmingumą rodo tyrimu grįstos ikimokyklinio ugdymo įstaigų pedagogų mokymo(si) darbo vietoje sistemos sukūrimas ir hipotetinio modelio pritaikomumasFor 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 mode