The Transformation of Educational Values via Cultural Offerings in the Context of Teacher Education

Linda Pavitola (), Lasma Latsone () and Svetlana Usca
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Linda Pavitola: Centre of Education and Social Work, Riga Technical University Liepaja Academy, LV-3401 Liepāja, Latvia
Lasma Latsone: Centre of Education and Social Work, Riga Technical University Liepaja Academy, LV-3401 Liepāja, Latvia
Svetlana Usca: Rezekne Academy of Technologies, LV-4601 Rēzekne, Latvia

Social Sciences, 2024, vol. 13, issue 4, 1-11

Abstract: Education and culture are seen as key components of the learning process. In this context, discussions about the quality of education and approaches to strengthening educational values, as well as the importance of culture in the transmission of these values, are becoming increasingly relevant. However, in Latvia, studies regarding people who attend various cultural events do not focus on strengthening educational values or linking them to the cultural context. Therefore, the aim of this paper is to explore how educational values are linked to current trends in cultural offerings and how they are reflected in teacher education. The research methodology followed a qualitative and quantitative research paradigm and the specifics of interdisciplinary research. The data were obtained using surveys and focus group discussions. The overall strategy of the study is based on a holistic, multidisciplinary approach that takes the regional discourse in Latvia into account. The research results prove that cultural experiences have contributed to the development of most respondents’ personalities and emphasize the role of teachers in the transmission of educational values. The qualitative and educational content of cultural offerings promotes a culture of discussion, strengthens community consciousness, and shapes cultural taste.

Keywords: culture; educational values; teacher education; transformation (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2024
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