Durch biografische Umstände bestimmter Lernmotivationsstrukturwandel des Pädagogen
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2018 |
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 a calling experienced by an individual and his/her decision to become a teacher as one of the conditions promoting informal learning and leading to development of one’s professional competences. 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. They determine the need for the pedagogue's professional competence to develop: The dynamics of informal learning motivation is determined by the subjective experience of learning, the successful outcomes of professional tasks, the feeling of self-realization being experienced and the positive assessment of the surrounding people. Knowledge and understanding acquired through informal learning processes can become a prerequisite for choosing a pedagogue's profession and / or for further improvement of the pedagogue, the desire to develop not only by informal but also by formal learning.
In diesem Artikel werden die durch biographische Umstände bedingten Erfahrungen beleuchtet, die die individuelle Motivationsstruktur des Pädagogen für informelles Lernen bestimmten. Basierend auf menschlichen Biografien kann man argumentieren, dass ein bedeutender Teil der menschlichen Lebensetappen, die als Ganzes betrachtet werden können, bietet einen sinnvollen Kontext, der hilft, die Prozesse des informellen Lernens von Pädagogen zu verstehen und ihre Verbindungen zur Entwicklung der beruflichen Kompetenz aufzuzeigen. Ziel des Artikels ist es, den durch biografische Umstände bestimmten Wandel der Lernmotivationsstruktur des Pädagogen darzustellen. Die Analyse und Ergebnisse der qualitativen Forschungsdaten basieren auf der Forschungslogik der Abduktionstheoriekonstruktion nach Peirce und der Grounded-Theorie-Methodologie nach Strauss und Corbin.