A Finding Study of Teachers Perspectives about Self-Education

Editha-Margareta Coșarbă () and Camelia-Nadia Bran ()
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Editha-Margareta Coșarbă: “Aurel Vlaicu†University of Arad, Romania
Camelia-Nadia Bran: “Aurel Vlaicu†University of Arad, Romania

Moldavian Journal for Education and Social Psychology, 2021, vol. 5, issue 1, 12-20

Abstract: 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.

Keywords: educational society; self-education; lifelong learning (search for similar items in EconPapers)
JEL-codes: I2 I3 Y3 (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:lum:mjespj:v:5:y:2021:i:1:p:12-20

DOI: 10.18662/mjesp/5.1/29

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