Music culture teachers’ participation in informal lifelong learning activities

Abstract

The purpose of this paper was to determine the frequency of Music Culture teachers’ participation in different types of informal lifelong learning activities, as well as to find out their opinions on the importance and contribution of the above-mentioned points to thedevelopment of their own competencies necessary for teaching Music Culture. It is concluded that teachers participate the most in informal learning activities which do not require dedication of additional time and accordingly, they participate less frequently in activities which require more of their attention. They feel competent in performing all musical activities. Furthermore, they see benefits and the importance of participating in informal learning activities, however, their opinions are divided when considering whether they should dedicate additional time to informal learning and when deciding whether their teaching would be of the same quality if they did not apply the new knowledge acquired through informal learning.