DOCUMENTS REGULATING THE VOCATIONAL TRAINING OF MUSIC PERFORMERS IN LITHUANIA AND INTERNATIONALLY: DIRECTIONS, CHARACTERISTICS AND SHORTCOMINGS

Here is lack of clarity in documentation regarding music performers’ training in Lithuania and internationally. Here is lack of information and research-based knowledge regarding strategies, methods, philosophies, competencies and etc., regarding music performers’ training. So why it seems for society as “for granted” and that is based on personal talents that are heritage. Also here is lack of documents on requirements for teachers, who prepare the music performers. The aim of the study is to discuss the issue of music performers’ training and education regarding orientations, directions, characteristics and other peculiarities with the focus on a current training and education situation. The study is based on document analysis. Documents on musicians’ training, which exist in Lithuania and internationally, they lack precision, clarity, specificity in terms of specializations, instruments, levels of achievement(s), specifications for performance assessment, and levels of professionalism achieved. Most of the documents are generic, politicized, and their content is deliberative about how it must be, what shows that documents do not rely on empirical research evidence within the practical reality, and are not oriented to realistic ways, how to achieve the specific results that reflect the quality of musical performance.

WHAT DOES IT MEAN “TO BE A GOOD NURSE”? PERCEPTIONS OF NURSING STUDENTS

“To be a good nurse” is a complex phenomenon. It is the essential goal in nursing training, education and practice, and can be experienced through work practice. However, “to be a good nurse” is taken for granted and is rarely studied, mostly with the focus on personal features and in relation to good nursing and quality of nursing. The aim was to reveal nursing students’ work experience-based perceptions of the personal meaning of “to be a good nurse”. Sample. Research participants comprised 110 final year nursing students. Methods. For data collection were used unstructured individual narrative-based written reflections and the data was analyzed by applying the inductive manifest qualitative content analysis. Results. For nursing students “to be a good nurse” means courage, professionalism, loyalty, humanity, solidarity and caring. It is an individually experienced phenomenon, meaningful for nursing students when they collaborate with nurse practitioners, learn through cooperation and observation, and have the opportunity to act autonomously by taking responsibility for their own actions. Conclusion. “To be a good nurse” is a part of who the student is and the values that s/he holds dear to her/him.

WHAT DOES IT MEAN “TO BE A GOOD NURSE”? PERCEPTIONS OF NURSING STUDENTS

“To be a good nurse” is a complex phenomenon. It is the essential goal in nursing training, education and practice, and can be experienced through work practice. However, “to be a good nurse” is taken for granted and is rarely studied, mostly with the focus on personal features and in relation to good nursing and quality of nursing. The aim was to reveal nursing students’ work experience-based perceptions of the personal meaning of “to be a good nurse”. Sample. Research participants comprised 110 final year nursing students. Methods. For data collection were used unstructured individual narrative-based written reflections and the data was analyzed by applying the inductive manifest qualitative content analysis. Results. For nursing students “to be a good nurse” means courage, professionalism, loyalty, humanity, solidarity and caring. It is an individually experienced phenomenon, meaningful for nursing students when they collaborate with nurse practitioners, learn through cooperation and observation, and have the opportunity to act autonomously by taking responsibility for their own actions. Conclusion. “To be a good nurse” is a part of who the student is and the values that s/he holds dear to her/him.

"Me Convertí en una Persona Diferente": Cambio Personal de los Padres Adoptivos Lituanos a través del Aprendizaje Informal

Informal learning is understood as a complex emotional, cognitive and experiential process of learning during which the personal change of learner takes place. The article presents the findings of the qualitative study on the personal change of foster parents carried out in Lithuania, which reveals the subjective experience of informal learning of the foster parents fostering a non-relative child. By means of a narrative interview, 19 foster parents (12 women and 7 men) were interviewed in the study. The data were analyzed on the basis of the constructivist grounded theory strategy. The findings revealed that the personal change of foster parents takes place through conscious, intentional and purposeful informal learning in order to self-actualize and to become good foster parents. They themselves construct their way of learning during which they acquire new knowledge, rethink and reconstruct the knowledge they already have – all that leads to personal improvement. The personal change of foster parents also takes place through accidental, spontaneous, experiential informal learning, which is not always conscious or purposeful. While reflecting on their experience, foster parents see themselves in a new light; rethink their values and attitudes, thus getting to know themselves better. The findings of the study are important in order to highlight the role and significance of informal learning in the context of life-long learning. The findings may be a valuable contribution to the development of formalized training programs for foster parents and successful non-relative foster care.El aprendizaje informal se entiende como un complejo proceso de aprendizaje emocional, cognitivo y experiencial durante el cual se produce el cambio personal del alumno. En el artículo se presentan las conclusiones del estudio cualitativo sobre el cambio personal de los padres adoptivos llevado a cabo en Lituania, que revela la experiencia subjetiva de aprendizaje informal de los padres de acogida de un niño sin parentesco. Mediante una entrevista narrativa, se entrevistó a 19 padres adoptivos (12 mujeres y 7 hombres) en el estudio. Los datos se analizaron sobre la base de la estrategia de la teoría constructivista fundamentada. Los resultados revelaron que el cambio personal de los padres de acogida se produce a través de un aprendizaje informal consciente, intencional y con un propósito determinado, a fin de autoactualizarse y convertirse en buenos padres de acogida. Ellos mismos construyen su forma de aprendizaje durante la cual adquieren nuevos conocimientos, repensan y reconstruyen el conocimiento que ya tienen. El cambio personal de los padres adoptivos también tiene lugar a través de un aprendizaje informal accidental, espontáneo y experimental, que no siempre es consciente o tiene un propósito. Al reflexionar sobre su experiencia, los padres adoptivos se ven a sí mismos bajo una nueva luz; repensan sus valores y actitudes, y así llegan a conocerse mejor a sí mismos. Las conclusiones del estudio son importantes para poner de relieve el papel y la importancia del aprendizaje informal en el contexto del aprendizaje a lo largo de toda la vida. Los resultados pueden ser una valiosa contribución al desarrollo de programas de formación para padres adoptivos y los hogares de acogida sin parentesco

MULTILAYERED CONSIDERATIONS ON THE CONCEPT OF “LEADERSHIP”: CONCEPTUAL VIEWS IN PSYCHOLOGY, MANAGEMENT AND EDUCATION

This article aims to provide the liberal views on leadership in psychology, management and education through presenting variety of ideas and interpretations, though not the finalized conclusions. The main research question is raised: “What are the ideas regarding the concept of leadership in scientific literature of psychology, management and education?” The literature review was applied both to analyze the concept of leadership and narrate its‘ descriptive text. Conclusions reveal that efforts to improve leadership should be built upon the foundation of well-documented and wellaccepted leadership knowledge that already exists. We know that leadership is most successful when it is focused on processes, behaviors and perceptions. Nevertheless, leadership can take different forms in different contexts. The knowledge gaps referring to leadership covered by differed disciplines still exist, especially when this phenomenon is detached from specification of styles or its’ comparison with the management. Thus the description of leadership in the different disciplines still lacks the specifications of contexts, levels, cases, as well as other different components. The concept of leadership in different disciplines shares similar characteristics. Therefore these and many other considerations call out for further inquiry and vigorous conversation among practitioners, policy makers and scholars

MULTILAYERED CONSIDERATIONS ON THE CONCEPT OF “LEADERSHIP”: CONCEPTUAL VIEWS IN PSYCHOLOGY, MANAGEMENT AND EDUCATION

This article aims to provide the liberal views on leadership in psychology, management and education through presenting variety of ideas and interpretations, though not the finalized conclusions. The main research question is raised: “What are the ideas regarding the concept of leadership in scientific literature of psychology, management and education?” The literature review was applied both to analyze the concept of leadership and narrate its‘ descriptive text. Conclusions reveal that efforts to improve leadership should be built upon the foundation of well-documented and wellaccepted leadership knowledge that already exists. We know that leadership is most successful when it is focused on processes, behaviors and perceptions. Nevertheless, leadership can take different forms in different contexts. The knowledge gaps referring to leadership covered by differed disciplines still exist, especially when this phenomenon is detached from specification of styles or its’ comparison with the management. Thus the description of leadership in the different disciplines still lacks the specifications of contexts, levels, cases, as well as other different components. The concept of leadership in different disciplines shares similar characteristics. Therefore these and many other considerations call out for further inquiry and vigorous conversation among practitioners, policy makers and scholars

Trazar la Red Ballena: una Teoría Fundamentada Constructivista del Aprendizaje Auto-Regulado en Espacios Sociales Virtuales

This qualitative study explored the self-regulated learning (SRL) of teachers and their students in virtual social spaces. The processes of SRL were analyzed from 24 semi-structured individual interviews with professors, instructors and their students from five Lithuanian universities. A core category stroking the net whale showed the process of SRL skills development of university teachers and their students. This core category was constructed from three categories: building boats, angling in the multifaceted ocean, nurturing the big fish. Building boats showed social networking and identity marketing processes which are the same for both research participant groups. Angling in the multifaceted ocean implied personal capabilities and mutual trust dimensions, applicable to both teachers and students. Other dimensions of Angling in the multifaceted ocean differ: maintenance of liquid identities was observed for teachers; students stressed reinforcement of formal studies in virtual social spaces. Nurturing the big fish for both participant groups means academic communication; for university teachers, it also means professional knowledge development, and for students, virtual learning skills development. These findings contribute to understanding how the SRL of university teachers and their students progresses in virtual social spaces.Este estudio cualitativo exploró el aprendizaje autorregulado (AAR) de docentes y sus alumnos en espacios sociales virtuales. Los procesos de AAR se analizaron a partir de 24 entrevistas individuales semi-estructuradas con profesores y estudiantes de cinco universidades lituanas. Una categoría núcleo, trazar la red ballena, mostró el proceso de desarrollo de habilidades del AAR por parte de los profesores universitarios y sus estudiantes. Esta categoría se construyó a partir de tres subcategorías: (a) construcción de embarcaciones, que muestra redes sociales y procesos de marketing de identidad, los mismos para ambos grupos; (b) la pesca en el océano multifacético, que implica capacidades personales y dimensiones de confianza mutua, aplicables tanto a profesores como a estudiantes. Otras dimensiones de esta categoría difieren: para los profesores se observó el mantenimiento de las identidades líquidas, mientras que los estudiantes subrayaron el refuerzo de los estudios formales en espacios sociales virtuales y; (c) cultivar el pez grande, que significa comunicación académica para ambos grupos; para los profesores universitarios, también significa el desarrollo de conocimientos profesionales y para los estudiantes, el desarrollo de habilidades de aprendizaje virtual. Estos hallazgos contribuyen a comprender cómo el AAR de los profesores universitarios y sus estudiantes progresa en espacios sociales virtuales

“I became a different person”: Personal change of lithuanian foster parents through informal learning

Informal learning is understood as a complex emotional, cognitive and experiential process of learning during which the personal change of learner takes place. The article presents the findings of the qualitative study on the personal change of foster parents carried out in Lithuania, which reveals the subjective experience of informal learning of the foster parents fostering a non-relative child. By means of a narrative interview, 19 foster parents (12 women and 7 men) were interviewed in the study. The data were analyzed on the basis of the constructivist grounded theory strategy. The findings revealed that the personal change of foster parents takes place through conscious, intentional and purposeful informal learning in order to self-actualize and to become good foster parents. They themselves construct their way of learning during which they acquire new knowledge, rethink and reconstruct the knowledge they already have –all that leads to personal improvement. The personal change of foster parents also takes place through accidental, spontaneous, experiential informal learning, which is not always conscious or purposeful. While reflecting on their experience, foster parents see themselves in a new light; rethink their values and attitudes, thus getting to know themselves better. The findings of the study are important in order to highlight the role and significance of informal learning in the context of life-long learning. The findings may be a valuable contribution to the development of formalized training programs for foster parents and successful non-relative foster care.El aprendizaje informal se entiende como un complejo proceso de aprendizaje emocional, cognitivo y experiencial durante el cual se produce el cambio personal del alumno. En el artículo se presentan las conclusiones del estudio cualitativo sobre el cambio personal de los padres adoptivosllevado a cabo en Lituania, que revela la experiencia subjetiva de aprendizaje informal de los padres de acogida de un niño sin parentesco. Mediante una entrevista narrativa, se entrevistó a 19 padres adoptivos(12 mujeres y 7 hombres) en el estudio. Los datos se analizaron sobre la base de la estrategia de la teoría constructivista fundamentada. Los resultados revelaron que el cambio personal de los padres de acogida se produce a través de un aprendizaje informal consciente, intencional y con un propósito determinado, a fin de autoactualizarse y convertirse en buenos padres de acogida. Ellos mismos construyen su forma de aprendizaje durante la cual adquieren nuevos conocimientos, repensan y reconstruyen el conocimiento que ya tienen. El cambio personal de los padres adoptivos también tiene lugar a través de un aprendizaje informal accidental, espontáneo y experimental, que no siempre es consciente o tiene un propósito. Al reflexionar sobre su experiencia, los padresadoptivos se ven a sí mismos bajo una nueva luz; repensan sus valores y actitudes, y así llegan a conocerse mejor a sí mismos. Las conclusiones del estudio son importantes para poner de relieve el papel y la importancia del aprendizaje informal en el contexto del aprendizaje a lo largo de toda la vida. Los resultados pueden ser una valiosa contribución al desarrollo de programas de formación para padres adoptivosy los hogares de acogida sin parentesco

Stroking the Net Whale:: a Constructivist Grounded Theory of Self-Regulated Learning in Virtual Social Spaces

This qualitative study explored the self-regulated learning (SRL) of teachers and their students in virtual social spaces. The processes of SRL were analyzed from 24 semi-structured individual interviews with professors, instructors and their students from five Lithuanian universities. A core category stroking the net whale showed the process of SRL skills development of university teachers and their students. This core category was constructed from three categories: building boats, angling in the multifaceted ocean, nurturing the big fish. Building boats showed social networking and identity marketing processes which are the same for both research participant groups. Angling in the multifaceted ocean implied personal capabilities and mutual trust dimensions, applicable to both teachers and students. Other dimensions of Angling in the multifaceted ocean differ: maintenance of liquid identities was observed for teachers; students stressed reinforcement of formal studies in virtual social spaces. Nurturing the big fish for both participant groups means academic communication; for university teachers, it also means professional knowledge development, and for students, virtual learning skills development. These findings contribute to understanding how the SRL of university teachers and their students progresses in virtual social spaces.Este estudio cualitativo exploró el aprendizaje autorregulado (AAR) de docentes y sus alumnos en espacios sociales virtuales. Los procesos de AAR se analizaron a partir de 24 entrevistas individuales semi-estructuradas con profesores y estudiantes de cinco universidades lituanas. Una categoría núcleo, trazar la red ballena, mostró el proceso de desarrollo de habilidades del AAR por parte de los profesores universitarios y sus estudiantes. Esta categoría se construyó a partir de tres subcategorías: (a) construcción de embarcaciones, que muestra redes sociales y procesos de marketing de identidad, los mismos para ambos grupos; (b) la pesca en el océano multifacético, que implica capacidades personales y dimensiones de confianza mutua, aplicables tanto a profesores como a estudiantes. Otras dimensiones de esta categoría difieren: para los profesores se observó el mantenimiento de las identidades líquidas, mientras que los estudiantes subrayaron el refuerzo de los estudios formales en espacios sociales virtuales y; (c) cultivar el pez grande, que significa comunicación académica para ambos grupos; para los profesores universitarios, también significa el desarrollo de conocimientos profesionales y para los estudiantes, el desarrollo de habilidades de aprendizaje virtual. Estos hallazgos contribuyen a comprender cómo el AAR de los profesores universitarios y sus estudiantes progresa en espacios sociales virtuales