- Email: [email protected]
Designing Personal Career for Future Music Educators: Aspirations, Opportunities, Determination
Available online at www.sciencedirect.com
ScienceDirect Procedia - Social and Behavioral Sciences 159 (2014) 401 – 405
WCPCG 2014
Designing Personal Career for Future Music Educators: Aspirations, Opportunities, Determination a
b
Asta Rauduvaitơ *, Daiva Ramanauskienơ , Jolanta Lasauskienơ
c
a
Faculty of Education, Lithuanian University of Educational Sciences, Studentǐ St. 39, LT-08106 Vilnius, Lithuania b Faculty of Medicine and Social Sciences, Panevơžys College, Laisvơs Ave. 23, LT-35200 Panevơžys, Lithuania c Faculty of Education, Lithuanian University of Educational Sciences, Studentǐ St. 39, LT-08106 Vilnius, Lithuania
Abstract The period between school graduation and coming to the working world is getting into the focus of researchers’ attention with increasing frequency. Researchers have analysed issues related to motivation to choose an educator’s profession and those related to career planning. Personal career is understood nowadays as a personal achievement, continuity of constant work and a connected sequence of experience gained in different roles played throughout the entire lifetime. Still, issues related to future music teachers’ personal careers and career choices have not yet been evaluated in a wider context and they are the main issue of the research. © The Authors. Published byThis Elsevier © 2014 2014 Published by Elsevier Ltd. is anLtd. open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/). under responsibility of the Academic World Education and Research Center. Peer-review Peer-review under responsibility of the Academic World Education and Research Center. Keywords: Personal career, choice of profession, vision of carrier, future music educator
1. Introduction The abilities to search for new knowledge and its application in professional activities, skills of problem identification and their solutions are of utmost importance to a contemporary teacher (Education and Training, 2020). Choice of career and personal career designing are a responsible process, which has a crucial influence on quality of individual’s life, his or her future visions and professional self-realisation (Vilhjálmsdóttir and Arnkelsson, 2013; Bubnys and Žydžinjnaitơ, 2008). The period between graduation from school and entering the labour market has become a more and more frequent focus of research. This is a period, when choice of profession is made, young people embark on their studies and start accumulating their professional experience (Veldman, et al,
* Asta Rauduvaitơ. Tel.: +370-699-79154 E-mail address: [email protected]
1877-0428 © 2014 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/).
Peer-review under responsibility of the Academic World Education and Research Center. doi:10.1016/j.sbspro.2014.12.396
402
Asta Rauduvait et al. / Procedia - Social and Behavioral Sciences 159 (2014) 401 – 405
2013; Schmidt, 2010; Rosinaitơ, 2009; Super, 1985; Holland, 1996). A future teacher of music, who pursues designing of own professional career, has to evaluate a number of psychological, social and cultural factors (Hong, 2010; Mayrhofer, et al, 2004). It is important to consider personal experience of the past (successful music education, regular participation in music activities, active involvement in musical cultural life), personality features, which are appropriate to pedagogical activities (organisational and communicative skills, creativity, dutifulness, etc.) and personal expectations (perception of value-based significance of teacher’s personality). Thus, the process of teacher’s personal career is of multidimensional and diverse nature and calls for in-depth analysis and cognition. 1.1. Problem statement Problems of personal career designing of future music teachers as educators have not been broadly addressed so far (Rauduvaitơ, Lasauskienơ, 2013). However, research on self-development of teacher’s personality is necessary while analysing opportunities for optimisation of contemporary teacher training in higher education establishments. 1.2. Purpose of study The purpose of the research is to disclose aspirations, opportunities and determination related to the peculiarities of future music teachers’ choices of profession in the context of their personal careers. 2.
Methods of the research
2.1. Sample 28 third and fourth year students involved in the programme of music pedagogy at Lithuanian University of Educational Sciences and 17 third and fourth year students of Panevơžys College – 45 future music teachers in total (in the academic year 2012–2013) participated in the research. Different-type higher education establishments with long-lasting traditions of music teacher training in Lithuania were chosen. None of significant differences in attitudes of student groups were found during the research; therefore, the results obtained were not compared in this aspect. 2.2. Data collection Data collection method – unstructured reflection in written: writing of reflective diary was used in the research (Bubnys, Tuominienơ, 2008; Hubs, Brand, 2005). Reflections were written for 3 study months. 2.3. Data analysis The content of the written reflections was analysed on the basis of qualitative content analysis (Neuendorf, 2002). Texts of written reflections were analysed following the stages: simple reading, structural analysis, universal understanding, formulation of results in the manner of phenomenological hermeneutics means (Kember, et al, 2008). The results were analysed on the basis of question “Do I see myself as a music teacher in the future?”. 3.
Results
The content analysis of reflections of the students of music pedagogy revealed 3 dimensions and 12 themes (ascribed to the aforesaid dimensions), which highlighted educational and psychosocial factors identified through reflections of students of music pedagogy, which predetermine personal carer designing (see: Table 1).
403
Asta Rauduvait et al. / Procedia - Social and Behavioral Sciences 159 (2014) 401 – 405 Table 1. Results of analysis of the students’ written reflections Dimensions and themes Aspirations Opportunities
Determination
Creation of a dream
Self-assessment
Lack of self-confidence
Formation of an image of ideal pedagogue's profession
Formation of professional identity
Incompatibility of abilities
Formation of future vision in profession
Self-motivation for development
Emotionally challenging interaction with children
Confirmation of professional choice
Personal satisfaction in profession
Personal contradictions
wishes
and
personal
3.1. Experiences of the students’ professional aspirations Designing of professional activity is revealed through students’ dreams of future profession and creation of vision of profession. According to the students: “I think, I’ll work with talented children, who love music <...>”, “I want to establish a music studio, which would unite people with similar attitudes”. Successful completion of assignments is likely to precondition success in further career since purposeful activities are possible, when the needs are identified and perceived. Future vision of profession is also linked with teacher’s mission and perception of value-based significance of teacher’s personality (“<…>to disseminate musical culture, to educate a child applying musical aids”,”<…>to present people with art of music”, “to understand children”). Students’ personal vision is formed by previously encountered positive experiences. A music teacher is frequently the highest authority, adviser, tutor and, namely, it is she or he who encourages young people to choose the career of a musician: “I want to be what my teacher used to be like <...>”. In the beginning of the professional activity the role of a teacher is idealised: “A teacher has to be an exceptional personality”. However, a number of students doubted the existence of such a teacher in their reflections. Students’ personal career expectations are directly linked with their self-attitude: “I think I have chosen what I am able to do best”, “I firmly know what I strive for and know that I can do it”. Meaningful context of aspirations is related to students’ desire and internal wish to be exceptional, to pursue professional goals and to experience completeness. The priority is given to communicative abilities, diligence, responsibility and personal acknowledgement (“I’m loved by learners and I love them”). It is believed that such qualities are perceived by students as ones, which consolidate their position in professional activities. Though future teachers have ambitions, it is not clear yet to what extent their ambitions and potential coincide. 3.2. Experiences of the students’ professional opportunities The factors of choosing teacher’s profession are closely related to professional motivation expressed in students’ reflections. The surveyed students chose the music studies because they loved music, wanted to connect their future professional activities with it and were encouraged by teachers. Considerable influence was also paid by their family members, friends and recognised vocation. According to the students: “My mother is a teacher of music, therefore I didn't have any doubts about the choice of profession”, and “I made a choice according to my professional vocation <...>”. It is obvious that before making a choice, the students focused on emotional experiences. A considerable number of students are satisfied with their personal choice, they are happy and think that they will work in the chosen sphere: “I’m studying where I want and I’m going to pursue my dream <...>”, “My expectations have been fulfilled. I’m happy”. The majority of students were sure that the years of studies is the period for accumulation of experience: the most important skills are acquired and students consistently improve in the chosen sphere. During studies it is important to “to discover own style”, “to creatively fulfil own plans” and “to maintain harmonious relations”. The many-sided roles of a teacher are also mentioned among topical aspects of career designing in students’ reflections: a helper, an adviser, a colleague, a partner, an educator, a model, a counselor and others. A number of students also pointed out that profession of a music teacher is “feminine, nice”, but male teachers have their own advantages as they are “stricter and more interesting to children”.
404
Asta Rauduvait et al. / Procedia - Social and Behavioral Sciences 159 (2014) 401 – 405
3.3. Experiences of the students’ professional self-determination Evaluation of students’ personal career is expressed highlighting not only aspirations and opportunities but also disappointments having encountered professional challenges :”<...> I feel disappointed. I sometimes feel that I am capable of nothing and know nothing”. In some reflections future dreams are followed by the fear of the unknown or by presentiment of future challenges: “Children are naughty nowadays, they are not interested in what you say<…>”. Sometimes students feel discontent when they perceive that their efforts do not guarantee the best result: “<...>however hard you try, there are always better ones”. Such reasons are likely to emerge due to unsatisfied personal needs, unrealised musical abilities or failure to cope with difficulties. During studies the process of personal career projecting is continued through evaluation of individual abilities, formulation of professional objectives and creation of personal future vision. It can be stated that some students lack self-confidence and their motivation to attain the established goals after having better learnt peculiarities of the profession may even weaken. To big extent, the further professional career of a novice teacher is predetermined by success and failures experienced in the beginning of their pedagogical activities. 4.
Discussion
Students’ vocational training in the educational science of Lithuania is approached from the objective and subjective aspects. The objective aspect embraces the analysis of study programmes, study aims, learning outcomes, competencies to be acquired, educational technologies and other factors (Rosinaitơ, 2009; Pukelis, Navickienơ, 2008). The subjective aspect includes research on personality development in the process of (self-) development of professional vocation, career projecting and other (Braslauskienơ, et al, 2011; Kavaliauskienơ, 2001). The research in personality self-development is more time-consuming and complicated in terms of identifying the factors that predetermine the process. However, such scientific studies are necessary analysing opportunities for optimisation of contemporary teacher training in higher education institutions.The majority of foreign researchers have directed a considerable attention to successful planning of personal career and choice of profession. Compared to the results obtained by foreign researchers (Vilhjálmsdóttir, Arnkelsson, 2013; Veldman, et al, 2013; Watt, et al, 2008; etc.), the acquired data of the conducted research allow to conclude that students in different countries encounter practically the same peculiarities of personal career designing. The data of the aforesaid research reveal that future teachers link their vocational choice with the previous positive experience, individual abilities, teacher’s authority and vocational objectives (Raudelinjnaitơ, 2010; Schmidt, 2010; Bubnys, Tuominienơ, 2008; Bowman, 2005). The practice is perceived as an integral and most important part of pedagogical studies considering the teacher’s personality from the perspective of its maturity, value-based commitment and competency. 5. Conclusions Future music teachers’ career choices are highly influenced by students’ self-esteem, personal and professional expectations, value-related beliefs, emotional experiences, professional visions and career-type relations. For future teachers of music, it is important to have an affinity group in their professional environment – people who would understand and support them, provide the necessary help and welcome their professional endeavours. One of the key desires of students is belief of their activity partners in their possibilities and related support. The research has disclosed that at the beginning of a personal career utmost importance is given to choice of studies, formulation of professional goals and acquisition of professional qualification. Other persons, like parents, friends and teachers, are also influential in plans related to choice of profession. Contradictory emotions are experienced during study years, like high spirits, good moods and optimism, or annoyance, anger and, finally, reticence and self-segregation. Different feelings are provoked by different unpredicted situations and problems arising in everyday activities. In some cases, the feeling of self-dissatisfaction is experienced. References Bowman, C. L., Galvez-Martin, M., & Morrison, M. (2005). Developing Reflection in Preservice Teachers. Mahwah, NJ: Lawrence Erlbaum Associates Publishers. Braslauskienơ, R., Petružienơ, S., Saveljeva, R. (2011). SocialinĊ pedagogiką studijuojanþiǐjǐ požinjris Ƴ karjerą ir profesinƳ pašaukimą. (Attitude
Asta Rauduvait et al. / Procedia - Social and Behavioral Sciences 159 (2014) 401 – 405 of Those, Studying Social Pedagogy, Towards the Carrier and Professional Vocation). Pedagogika, 102, 81-88. Bubnys, R., Žydžinjnaitơ, V. (2008). Reflektuojanþio bnjsimo specialiojo pedagogo profesinio apsisprendimo patirtys (Experiences of Professional Self-determination by Reflective Intended Special Pedagogue)/Mokytojǐ ugdymas (Teacher Education), 11(2), 71-84. Bubnys, R., Tuominienơ, J. (2008). Studentǐ asmeninio augimo prielaidos taikant reflekyvaus dienorašþio / žurnalo metodą studijǐ procese (Presumptions the Personal Development of Students while Applying the Method of Reflective Diary in the Process of Studies). Ugdymo psichologija (Educational Psychology), 19, 59-68. Davidson, R. J., Scherer, K. R., Goldsmith, H. H. (2003). Handbook of Affective Sciences. New York: Oxford University Press. Education and Training 2020. http://europa.eu/legislation_summaries/education_training_youth/general_framework/ef0016_en.htm Holland, J. L. (1996). Exploring Careers with a Typology: What we have learned and some new directions. American Psychologist, 51( 4), 397406. Hong, J.Y. (2010). Pre-service and Beginning Teachers’ Professional Identity and Its Relation to Dropping Out of the Profession. Teaching and Teacher Education, 8, 1530-1543. Hubs, D. L., Brand, Ch. F. (2005). The Paper Mirror: Understanding Reflective Journaling. Journal of Experiential Education, 2005, 28(1), p. 118–121. Karjeros projektavimo vadovas: sistemos, teorijos, praktika ir terminologija penkiose Europos šalyse (2005) (Guide to Career Designing: Systems, Theories, Practice and Terminology in Five European Countries). Kaunas: VDU leidykla. Kavaliauskienơ, V.(2001). Pedagoginis pašaukimas ir jo ugdymas. Klaipơda: Klaipơdos universiteto leidykla (In Lithuanian). Kember, D., McKay, J., Sinclair, K., & Wong, F. K. Y. (2008). A Four-Category Scheme for Coding and Assessing the Level of Reflection in Written Work. Assessment & Evaluation in Higher Education, 33(4), 1-10. Mayrhofer, W., Meyer, M., Iellatchitch, A., Schiffinger, M. (2004). Career and Human Resource Management a European Perspective. Human Resource Management Review, 14 (4), 473-498. Neuendorf, K. A. (2002). The Content Analysis Guidebook. Thounsand Oaks, California: SagePublications Ltd. Pukelis, K., Navickienơ, L. (2008). Career Designing: New Concept Overcoming Intercultural and Linguistic Barriers. Pedagogika, 90, 12-17. Raudelinjnaitơ, R. (2010). Socialinio darbo studentǐ patirtis studijǐ praktikoje: rašytiniǐ refleksijǐ analizơ (Experience in Study Practice of Social Work Students: Analysis Written Reflections). Socialinis darbas (Social Work), 9 (2), 48-55. Rauduvaitơ, A., Lasauskienơ, J. (2013). Factors Determining Personal Career Planning and Choices of Profession among Future Teachers of Music. 2nd World Conference on Educational Technology Researches – WCETR2012. Procedia - Social and Behavioral Sciences, 83, 175-179. Rosinaitơ, V. (2009) Studentǐ karjeros kompetencijǐ ugdymas: empirinis efektyvumo sąlygǐ Ƴvertinimas. Acta Paedagogica Vilnensia, 22, 78-87. Schmidt, M. (2010). Learning from Teaching Experience: Dewey’s’ Theory and Pre-service Teachers’ Learning. Journal Research in Music Education, 58, 132. Super, D. E. (1985). Coming of Age in Middletown: Careers in the Making. American Psychologist, 40( 4), 405-414. Veldman, I., Tartwijk, J., Brekelmans, M., Wubbels, T. (2013). Job Satisfaction and Teacher – Student Relationships Across the Teaching Career: Four Case Studies. Teaching and Teacher Education, 32, 55-65. Vilhjálmsdóttir, G., Arnkelsson, G. B. (2013). Social Aspects of Career Choice from the Perspective of Habitus Theory. Journal of Vocational Behavior, 83 (3) 581-590. Watt, H. M.G., Richardson, P. W. (2008). Motivations, Perceptions, and Aspirations Concerning Teaching as a Career for Different Types of Beginning Teachers. Learning and Instruction, 18(5) 408-428.
405
ScienceDirect Procedia - Social and Behavioral Sciences 159 (2014) 401 – 405
WCPCG 2014
Designing Personal Career for Future Music Educators: Aspirations, Opportunities, Determination a
b
Asta Rauduvaitơ *, Daiva Ramanauskienơ , Jolanta Lasauskienơ
c
a
Faculty of Education, Lithuanian University of Educational Sciences, Studentǐ St. 39, LT-08106 Vilnius, Lithuania b Faculty of Medicine and Social Sciences, Panevơžys College, Laisvơs Ave. 23, LT-35200 Panevơžys, Lithuania c Faculty of Education, Lithuanian University of Educational Sciences, Studentǐ St. 39, LT-08106 Vilnius, Lithuania
Abstract The period between school graduation and coming to the working world is getting into the focus of researchers’ attention with increasing frequency. Researchers have analysed issues related to motivation to choose an educator’s profession and those related to career planning. Personal career is understood nowadays as a personal achievement, continuity of constant work and a connected sequence of experience gained in different roles played throughout the entire lifetime. Still, issues related to future music teachers’ personal careers and career choices have not yet been evaluated in a wider context and they are the main issue of the research. © The Authors. Published byThis Elsevier © 2014 2014 Published by Elsevier Ltd. is anLtd. open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/). under responsibility of the Academic World Education and Research Center. Peer-review Peer-review under responsibility of the Academic World Education and Research Center. Keywords: Personal career, choice of profession, vision of carrier, future music educator
1. Introduction The abilities to search for new knowledge and its application in professional activities, skills of problem identification and their solutions are of utmost importance to a contemporary teacher (Education and Training, 2020). Choice of career and personal career designing are a responsible process, which has a crucial influence on quality of individual’s life, his or her future visions and professional self-realisation (Vilhjálmsdóttir and Arnkelsson, 2013; Bubnys and Žydžinjnaitơ, 2008). The period between graduation from school and entering the labour market has become a more and more frequent focus of research. This is a period, when choice of profession is made, young people embark on their studies and start accumulating their professional experience (Veldman, et al,
* Asta Rauduvaitơ. Tel.: +370-699-79154 E-mail address: [email protected]
1877-0428 © 2014 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/).
Peer-review under responsibility of the Academic World Education and Research Center. doi:10.1016/j.sbspro.2014.12.396
402
Asta Rauduvait et al. / Procedia - Social and Behavioral Sciences 159 (2014) 401 – 405
2013; Schmidt, 2010; Rosinaitơ, 2009; Super, 1985; Holland, 1996). A future teacher of music, who pursues designing of own professional career, has to evaluate a number of psychological, social and cultural factors (Hong, 2010; Mayrhofer, et al, 2004). It is important to consider personal experience of the past (successful music education, regular participation in music activities, active involvement in musical cultural life), personality features, which are appropriate to pedagogical activities (organisational and communicative skills, creativity, dutifulness, etc.) and personal expectations (perception of value-based significance of teacher’s personality). Thus, the process of teacher’s personal career is of multidimensional and diverse nature and calls for in-depth analysis and cognition. 1.1. Problem statement Problems of personal career designing of future music teachers as educators have not been broadly addressed so far (Rauduvaitơ, Lasauskienơ, 2013). However, research on self-development of teacher’s personality is necessary while analysing opportunities for optimisation of contemporary teacher training in higher education establishments. 1.2. Purpose of study The purpose of the research is to disclose aspirations, opportunities and determination related to the peculiarities of future music teachers’ choices of profession in the context of their personal careers. 2.
Methods of the research
2.1. Sample 28 third and fourth year students involved in the programme of music pedagogy at Lithuanian University of Educational Sciences and 17 third and fourth year students of Panevơžys College – 45 future music teachers in total (in the academic year 2012–2013) participated in the research. Different-type higher education establishments with long-lasting traditions of music teacher training in Lithuania were chosen. None of significant differences in attitudes of student groups were found during the research; therefore, the results obtained were not compared in this aspect. 2.2. Data collection Data collection method – unstructured reflection in written: writing of reflective diary was used in the research (Bubnys, Tuominienơ, 2008; Hubs, Brand, 2005). Reflections were written for 3 study months. 2.3. Data analysis The content of the written reflections was analysed on the basis of qualitative content analysis (Neuendorf, 2002). Texts of written reflections were analysed following the stages: simple reading, structural analysis, universal understanding, formulation of results in the manner of phenomenological hermeneutics means (Kember, et al, 2008). The results were analysed on the basis of question “Do I see myself as a music teacher in the future?”. 3.
Results
The content analysis of reflections of the students of music pedagogy revealed 3 dimensions and 12 themes (ascribed to the aforesaid dimensions), which highlighted educational and psychosocial factors identified through reflections of students of music pedagogy, which predetermine personal carer designing (see: Table 1).
403
Asta Rauduvait et al. / Procedia - Social and Behavioral Sciences 159 (2014) 401 – 405 Table 1. Results of analysis of the students’ written reflections Dimensions and themes Aspirations Opportunities
Determination
Creation of a dream
Self-assessment
Lack of self-confidence
Formation of an image of ideal pedagogue's profession
Formation of professional identity
Incompatibility of abilities
Formation of future vision in profession
Self-motivation for development
Emotionally challenging interaction with children
Confirmation of professional choice
Personal satisfaction in profession
Personal contradictions
wishes
and
personal
3.1. Experiences of the students’ professional aspirations Designing of professional activity is revealed through students’ dreams of future profession and creation of vision of profession. According to the students: “I think, I’ll work with talented children, who love music <...>”, “I want to establish a music studio, which would unite people with similar attitudes”. Successful completion of assignments is likely to precondition success in further career since purposeful activities are possible, when the needs are identified and perceived. Future vision of profession is also linked with teacher’s mission and perception of value-based significance of teacher’s personality (“<…>to disseminate musical culture, to educate a child applying musical aids”,”<…>to present people with art of music”, “to understand children”). Students’ personal vision is formed by previously encountered positive experiences. A music teacher is frequently the highest authority, adviser, tutor and, namely, it is she or he who encourages young people to choose the career of a musician: “I want to be what my teacher used to be like <...>”. In the beginning of the professional activity the role of a teacher is idealised: “A teacher has to be an exceptional personality”. However, a number of students doubted the existence of such a teacher in their reflections. Students’ personal career expectations are directly linked with their self-attitude: “I think I have chosen what I am able to do best”, “I firmly know what I strive for and know that I can do it”. Meaningful context of aspirations is related to students’ desire and internal wish to be exceptional, to pursue professional goals and to experience completeness. The priority is given to communicative abilities, diligence, responsibility and personal acknowledgement (“I’m loved by learners and I love them”). It is believed that such qualities are perceived by students as ones, which consolidate their position in professional activities. Though future teachers have ambitions, it is not clear yet to what extent their ambitions and potential coincide. 3.2. Experiences of the students’ professional opportunities The factors of choosing teacher’s profession are closely related to professional motivation expressed in students’ reflections. The surveyed students chose the music studies because they loved music, wanted to connect their future professional activities with it and were encouraged by teachers. Considerable influence was also paid by their family members, friends and recognised vocation. According to the students: “My mother is a teacher of music, therefore I didn't have any doubts about the choice of profession”, and “I made a choice according to my professional vocation <...>”. It is obvious that before making a choice, the students focused on emotional experiences. A considerable number of students are satisfied with their personal choice, they are happy and think that they will work in the chosen sphere: “I’m studying where I want and I’m going to pursue my dream <...>”, “My expectations have been fulfilled. I’m happy”. The majority of students were sure that the years of studies is the period for accumulation of experience: the most important skills are acquired and students consistently improve in the chosen sphere. During studies it is important to “to discover own style”, “to creatively fulfil own plans” and “to maintain harmonious relations”. The many-sided roles of a teacher are also mentioned among topical aspects of career designing in students’ reflections: a helper, an adviser, a colleague, a partner, an educator, a model, a counselor and others. A number of students also pointed out that profession of a music teacher is “feminine, nice”, but male teachers have their own advantages as they are “stricter and more interesting to children”.
404
Asta Rauduvait et al. / Procedia - Social and Behavioral Sciences 159 (2014) 401 – 405
3.3. Experiences of the students’ professional self-determination Evaluation of students’ personal career is expressed highlighting not only aspirations and opportunities but also disappointments having encountered professional challenges :”<...> I feel disappointed. I sometimes feel that I am capable of nothing and know nothing”. In some reflections future dreams are followed by the fear of the unknown or by presentiment of future challenges: “Children are naughty nowadays, they are not interested in what you say<…>”. Sometimes students feel discontent when they perceive that their efforts do not guarantee the best result: “<...>however hard you try, there are always better ones”. Such reasons are likely to emerge due to unsatisfied personal needs, unrealised musical abilities or failure to cope with difficulties. During studies the process of personal career projecting is continued through evaluation of individual abilities, formulation of professional objectives and creation of personal future vision. It can be stated that some students lack self-confidence and their motivation to attain the established goals after having better learnt peculiarities of the profession may even weaken. To big extent, the further professional career of a novice teacher is predetermined by success and failures experienced in the beginning of their pedagogical activities. 4.
Discussion
Students’ vocational training in the educational science of Lithuania is approached from the objective and subjective aspects. The objective aspect embraces the analysis of study programmes, study aims, learning outcomes, competencies to be acquired, educational technologies and other factors (Rosinaitơ, 2009; Pukelis, Navickienơ, 2008). The subjective aspect includes research on personality development in the process of (self-) development of professional vocation, career projecting and other (Braslauskienơ, et al, 2011; Kavaliauskienơ, 2001). The research in personality self-development is more time-consuming and complicated in terms of identifying the factors that predetermine the process. However, such scientific studies are necessary analysing opportunities for optimisation of contemporary teacher training in higher education institutions.The majority of foreign researchers have directed a considerable attention to successful planning of personal career and choice of profession. Compared to the results obtained by foreign researchers (Vilhjálmsdóttir, Arnkelsson, 2013; Veldman, et al, 2013; Watt, et al, 2008; etc.), the acquired data of the conducted research allow to conclude that students in different countries encounter practically the same peculiarities of personal career designing. The data of the aforesaid research reveal that future teachers link their vocational choice with the previous positive experience, individual abilities, teacher’s authority and vocational objectives (Raudelinjnaitơ, 2010; Schmidt, 2010; Bubnys, Tuominienơ, 2008; Bowman, 2005). The practice is perceived as an integral and most important part of pedagogical studies considering the teacher’s personality from the perspective of its maturity, value-based commitment and competency. 5. Conclusions Future music teachers’ career choices are highly influenced by students’ self-esteem, personal and professional expectations, value-related beliefs, emotional experiences, professional visions and career-type relations. For future teachers of music, it is important to have an affinity group in their professional environment – people who would understand and support them, provide the necessary help and welcome their professional endeavours. One of the key desires of students is belief of their activity partners in their possibilities and related support. The research has disclosed that at the beginning of a personal career utmost importance is given to choice of studies, formulation of professional goals and acquisition of professional qualification. Other persons, like parents, friends and teachers, are also influential in plans related to choice of profession. Contradictory emotions are experienced during study years, like high spirits, good moods and optimism, or annoyance, anger and, finally, reticence and self-segregation. Different feelings are provoked by different unpredicted situations and problems arising in everyday activities. In some cases, the feeling of self-dissatisfaction is experienced. References Bowman, C. L., Galvez-Martin, M., & Morrison, M. (2005). Developing Reflection in Preservice Teachers. Mahwah, NJ: Lawrence Erlbaum Associates Publishers. Braslauskienơ, R., Petružienơ, S., Saveljeva, R. (2011). SocialinĊ pedagogiką studijuojanþiǐjǐ požinjris Ƴ karjerą ir profesinƳ pašaukimą. (Attitude
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