A Finding Study of Teachers Perspectives about Self-Education
DOI:
https://doi.org/10.18662/mjesp/5.1/29Keywords:
educational society, self-education, lifelong learningAbstract
Self-education is defined as a conscious, intentional activity that an individual carries out for the formation or completion of his own person. The aims of self-education are set by the individual himself, and are in accordance with the requirements of society. As the individual progresses in age, self-education occupies an increasingly important place in his training process. In the case of teachers, self-education is the subject of education, but also its object.
We developed this finding study to identify the degree of concern of 72 teachers in the pre-university education system regarding their own training, their participation in forms of lifelong learning organized by education systems, respectively the technique by which the self-education process is performed. In this regard, we completed a three-section questionnaire that was applied through the Google form. As a temporary reference space, these data were collected by reference to the last 3 years of teaching activity. Preliminary results of the study highlighted the fact that teachers agree more to asynchronous training courses.
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