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International scientific-online conference
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LIFELONG LEARNING AND MOTIVATION FOR CONTINUOUS
EDUCATION: THE FOUNDATION OF A MODERN TEACHER’S
EFFECTIVENESS
Khusainova Firuza Tokhirovna
Associate Professor of General Sciences and Culture Department of
Tashkent State University of Law
https://doi.org/10.5281/zenodo.16352739
Annotation:
This article highlights the importance of teachers’ willingness
to acquire new knowledge as a key meta-skill essential for lifelong learning and
ongoing professional development. It examines adaptability in the face of rapid
educational changes and uses a comprehensive methodology assessing
emotional, motivational, cognitive, personal, and organizational readiness. The
study emphasizes effective learning strategies, including planning, practical
application, and habit formation, supported by neuroscientific findings.
Continuous learning is identified
as vital for teacher effectiveness and the
advancement of modern education.
Keywords:
Lifelong learning, professional development, motivation,
adaptability, innovation, self-education, teacher effectiveness.
A willingness to acquire new knowledge represents a stable personal
orientation and a key meta-skill, reflected in a teacher’s readiness for learning,
openness to change, adoption of innovations, and ongoing professional growth.
This mindset aligns with the broader paradigm of continuous education and
adaptability throughout one’s career.
Willingness to embrace new knowledge is a key professional quality of a
teacher in the context of rapid changes in education. The constant evolution of
technologies, pedagogical approaches, and student characteristics requires high
adaptability and a continuous drive for development. Regardless of their level of
professional training, educators remain Lifelong learners – gaining insights from
colleagues, students, and real-life experience. Such openness to change and new
ideas makes the teaching process relevant, flexible, and genuinely effective, fully
aligning with the principles of Lifelong learning.
Teachers’ readiness to acquire new knowledge was assessed using the
methodology developed by V. V. Panteleeva and T. P. Knyshova
1
. This
methodology allows for a comprehensive assessment of readiness through five
key components:
1
Panteleeva, V. V., & Knyshova, T. P. (2016). Questionnaire of personnel innovation readiness. Akmeology, (3), 81–83.
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- emotional readiness – manifested as a stable interest in mastering new
approaches and methods of professional activity;
- motivational readiness – characterized by the predominance of internal
motives that stimulate participation in innovative activities;
- cognitive readiness – reflects the level of knowledge, ability to generate
ideas, and possession of research skills;
- personal readiness – determined by a set of individual qualities that
contribute to successful involvement in innovative processes;
- organizational readiness – related to the teacher’s subjective assessment
of the conditions created by the educational institution for professional growth
and the implementation of innovations.
Many scholars and educators believe that the desire to acquire new
knowledge is not merely a process of information absorption, but a crucial
element of comprehensive personal development. For example, in his research,
psychologist and educator Carl Rogers argued that continuous self-development
and critical evaluation of information are the foundation of personal growth. He
emphasized the importance of self-awareness and taking responsibility for one’s
own evolution
2
.
For a teacher to more quickly acquire new knowledge and apply it in
practice, it is important to organize the learning process effectively:
- planning one’s own education. Research shows that individuals who take
charge of planning their own learning tend to achieve better results. They can
focus on their personal weaknesses and develop necessary skills more rapidly;
- applying new knowledge in real projects. According to the principle of
«learning by doing», studies indicate that engagement in real-world projects
significantly accelerates knowledge retention. Researchers from Harvard
University claim that actively applying theoretical knowledge in practice
increases the likelihood of remembering it by 70%
3
;
- developing a sustainable learning habit. Establishing a regular study
schedule helps form a consistent learning routine. Neuroscientific research
confirms that frequent repetition and active engagement in the learning process
stimulate brain neuroplasticity, which facilitates faster acquisition of new
2
Rogers, C. (2004). On becoming a person: A therapist’s view of psychotherapy (V. Danchenko, Trans.). Progress
Publishers. (Original work published [original year, if known])
3
Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning (p. 123).
Harvard University Press.
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information. Studies also show that this practice strengthens neural connections,
leading to better comprehension and long-term retention of the material
4
.
The desire for continuous learning is an essential condition for a teacher’s
professional growth and effectiveness. A modern educator cannot be limited
solely to expertise in their subject and teaching methods. They must also possess
a broad outlook that encompasses related scientific disciplines, socio-cultural
realities, and up-to-date educational technologies.
To teach others effectively, a teacher must have greater knowledge than
their students and stay one step ahead—not only in the subject matter but also
in understanding the context in which learning takes place. This requires
continuous self-education, which is fundamentally driven by intrinsic
motivation.
Key motivating factors include:
- cognitive engagement;
- the need for new knowledge;
- readiness for self-development;
- the desire to hold a professionally significant position within the team.
Additionally, the goals of a teacher’s self-education include the development
of professionally significant personal qualities, such as:
- organization;
- high work capacity;
- tolerance of others’ opinions;
- persistence in achieving goals;
- self-criticism;
- readiness for reflection and self-correction.
Thus, the desire to acquire new knowledge is not merely a professional
advantage but an essential condition of teaching practice, without which neither
high-quality instruction nor the development of a modern educational
environment is possible.
References:
1.
Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick:
The science of successful learning (p. 123). Harvard University Press.
2.
Panteleeva, V. V., & Knyshova, T. P. (2016). Questionnaire of personnel
innovation readiness. Akmeology, (3), 81–83.
4
Yakusheva, S. D. (Ed.). (2014). Modernization processes in pedagogical education: Problems, searches, solutions (pp.
102–104). SibAK Publishing.
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International scientific-online conference
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3.
Rogers, C. (2004). On becoming a person: A therapist’s view of
psychotherapy (V. Danchenko, Trans.). Progress Publishers. (Original work
published [original year, if known])
4.
Yakusheva, S. D. (Ed.). (2014). Modernization processes in pedagogical
education: Problems, searches, solutions (pp. 102–104). SibAK Publishing
