Modern man must be able not only to learn but also to look actively for knowledge, information by himself, to determine his position in changing society. Self-education comes to help here. Self-education can be perceived as individual work (reading books, magazines, newspapers) that can be coordinated with collective forms of work (courses, seminars, lectures). Therefore, it can be asserted that self-education is mostly individualized activity of cognition helping to develop versatile and harmonious personality interested not only in the field of professional activities but in politics, aesthetics, moral as well. Research aim is to analyze adults’ self-education as a mean for personal improvement by giving recommendations how self-education could be made more efficient. The research was carried out from December 2004 to February 2005 seeking to disclose the needs of self-education of adult residents of Utena region as well as possibilities for their satisfaction. The method of random selection was applied in the research. Over 300 respondents were questioned by the means of questionnaires. The research was carried out in Utena A. ir M Miškinių Public Library and in libraries of Užpaliai and Vyžuonos rural districts. The residents of Utena town and region have broad possibilities for self-education. The sources of self-education of adults of Utena region are public library in the town, its branches in the town and countryside, school libraries, bookshops, concert... [to full text]

In the context of education mediated by new technologies, information is available to anyone who may be interested in it, and the roles of student and teacher, especially in the last decade, have taken other contours. My work has an extension project developed in the context of language teaching and learning mediated by new technologies as its background, and it is aimed at analyzing my teacher education process as an active member of this project. I aim to understand, looking back to my own story, what was the impact that this extension project had either over my academic, personal and professional journeys. For that, I base myself on the conceptual framework of Dewey (1953) on Teacher Education and Reflective Practice, on Communities of Practice by Wenger (2000), as well as on the Theory of Engagement by Shneiderman (1994, 1998) and Kearsley (1997). / No contexto de ensino mediado pelas novas tecnologias, a informação está à disposição de quem quer que se interesse por ela, e os papéis de aluno e professor, especialmente na última década, têm tomado outros contornos. Meu trabalho tem como pano de fundo um projeto de extensão desenvolvido nesse contexto de ensino e aprendizagem de línguas mediados por novas tecnologias, e tem por meta analisar meu processo de formação docente. Quero entender, olhando em retrospecto para minha própria história, qual foi o impacto que a graduação, o projeto de extensão e o mestrado tiveram tanto em minha jornada acadêmica, quanto em minha vida pessoal e profissional. Para tanto, me baseio nos pressupostos teóricos de Dewey (1953) sobre Formação de Professores e a Prática Reflexiva, as Comunidades de Prática de Wenger (2000), assim como a Teoria do Engajamento de Shneiderman (1994, 1998) e Kearsley (1997). / Mestre em Estudos Linguísticos