Self-directed learning of music educators: Specifics of implementation

Abstract

Introduction. This article examines self-directed learning in musical art and education. Though music educators regularly engage in self-directed learning (such as music research and searching for pedagogical solutions), this activity is often haphazard and chaotic, which hinders professional problem-solving and impedes professional and personal development. Further, the popularity of this topic in pedagogical research has not yet yielded a systemic understanding of self-directed learning, its structure, and its implementation mechanisms. This article aims to determine the essence, structure, types, forms, and specific features of self-directed learning in music education.

Materials and Methods. Focusing on the professional self-directed learning of music educators, this study adopts a systemic-synergetic approach, treating self-directed learning as the independent shaping of one’s own identity. The study analyzes relevant research literature and draws on the author’s long experience in additional professional education, alongside observation and self-observation in music practice and pedagogy.

Results. The author has developed a concept of self-directed learning as the formation of a music educator’s professional and personal identity. The specific features of music educators’ self-directed learning are outlined, including multidimensionality, a ‘musicalized’ experience of the world and oneself, and the reproduction of one’s own human structure. As an activity, self-directed learning is shown to be a cognitive process that occurs in both voluntary (where cognition is deliberately organized to solve a specific task) and involuntary (where no specific object or phenomenon is targeted for cognition, and the process itself is not the primary goal) modes. Self-directed learning includes conditionally passive (‘background’ cognitive activity) and active (experiment as empirical level cognition) forms. It occurs both within formal frameworks, such as professional development courses, and informally through a free cognitive process. Structurally, self-directed learning operates as a renewable and interdependent cycle of actions: (a) awareness of the problem; (b) goal selection and forecasting of results; (c) planning and organization of autonomous learning activities; (d) implementation (actions taken); and (e) evaluation.

Conclusions. The study systematizes self-directed learning among music educators and lays a theoretical foundation for managing their self-directed learning during employment. The findings can be adapted for use in other subject areas of pedagogical work.