Abstract:

Introduction. The extension of education opportunities and environment for the people of all ages is a modern topicality in pedagogical science in the context of life-long education. A museum is an environment that is appropriate both for the spending of spare time and knowledge acquisition, introducing with culture heritage and the comprehension of values. A museum teacher, who can help in this process, has an essential role. However, there are few research works in museum pedagogy in Latvia. That is why the objective has been put forward for the research work – to clarify the professional and personal traits, which form his/her competence and increase the attractiveness of a museum as an educational environment.
Methodology of the research work. Theoretical scientific literary sources were studied, the duties’ description of a museum teacher was examined, the opinions of the museum pedagogy’s specialists on the Internet were analysed.

Results and conclusions. Latvia is a small country, and the specialists who major exactly in museum pedagogy are not trained here. The research proves that the competence of a museum teacher in such conditions develops in the course a practical work and to great extent is based on the personal initiative of a museum teacher. The philosophical aspects of educating work have been more emphasised in pedagogical literature. Practising museum teachers, whose opinions can be found on the Internet blocks and the sites of ideas’ exchange, name both general and specific traits, which help to perform the professional functions – work with the visitors of any age and social status, by insensible degrees find out their interests, use the most appropriate methods for introduction with an exhibition and involvement into common activities, which are necessary for a museum teacher. The objective of the museum teacher is not to teach some particular knowledge compulsory, but to create interest in the object of a museum through its interpretation. Therefore, empathy, attractiveness, sense of humour, ability to integrate knowledge into the framework of a museum profile, to associate this knowledge with visitors’ experience, establish an emotional contact and a feedback with visitors, are essential traits in the context of a museum teacher’s competence. A corresponding classification has been created. Thereby, we can come to a conclusion that the competence of a museum teacher has been based on the traits of two kinds: the professional and the private ones.

Keywords:

Competence, museum teacher, museum pedagogy.