Professional development of pedagogues: Lithuania in the context of European countries

Research output: Contribution to journalArticle

Abstract

A new paradigm of learning raises higher requirements for a teacher: quality and effectiveness are the two key words defining the general education policy of the EU and the main objectives of the current period. It is not enough to be a good professional of own subject or have substantial pedagogicalpsychological knowledge. Today teachers are required to be able to work in a multi-cultural environment, flexibly respond and adapt to changes, individualise and differentiate the content of education, and pursue various social functions (such as vocational counselling, conflict management, mediation etc.). Besides high professional requirements teachers are also required to participate in the continuous/further learning process including formal/non-formal professional development, selfeducation, and studies in state and private vocational training organisations not only within the framework of education but also in other spheres (this is recognised as an exceptional value). In view of this the Article raises the following questions: how the process of professional development is organised in various European countries? What professional development practices are applied in Lithuania compared to other countries?
Original languageEnglish
Pages (from-to)242-256
JournalJournal of international scientific publication: educational alternatives.
Volume11
Issue number2
Publication statusPublished - 2013

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Lithuania
vocational counseling
teacher
social function
conflict management
vocational education
general education
mediation
learning process
education
EU
paradigm
learning
Values

Keywords

  • Educator
  • Professional development
  • Competence

Cite this

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title = "Professional development of pedagogues: Lithuania in the context of European countries",
abstract = "A new paradigm of learning raises higher requirements for a teacher: quality and effectiveness are the two key words defining the general education policy of the EU and the main objectives of the current period. It is not enough to be a good professional of own subject or have substantial pedagogicalpsychological knowledge. Today teachers are required to be able to work in a multi-cultural environment, flexibly respond and adapt to changes, individualise and differentiate the content of education, and pursue various social functions (such as vocational counselling, conflict management, mediation etc.). Besides high professional requirements teachers are also required to participate in the continuous/further learning process including formal/non-formal professional development, selfeducation, and studies in state and private vocational training organisations not only within the framework of education but also in other spheres (this is recognised as an exceptional value). In view of this the Article raises the following questions: how the process of professional development is organised in various European countries? What professional development practices are applied in Lithuania compared to other countries?",
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AU - Merfeldaite, Odeta

AU - Penkauskiene , Daiva

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N2 - A new paradigm of learning raises higher requirements for a teacher: quality and effectiveness are the two key words defining the general education policy of the EU and the main objectives of the current period. It is not enough to be a good professional of own subject or have substantial pedagogicalpsychological knowledge. Today teachers are required to be able to work in a multi-cultural environment, flexibly respond and adapt to changes, individualise and differentiate the content of education, and pursue various social functions (such as vocational counselling, conflict management, mediation etc.). Besides high professional requirements teachers are also required to participate in the continuous/further learning process including formal/non-formal professional development, selfeducation, and studies in state and private vocational training organisations not only within the framework of education but also in other spheres (this is recognised as an exceptional value). In view of this the Article raises the following questions: how the process of professional development is organised in various European countries? What professional development practices are applied in Lithuania compared to other countries?

AB - A new paradigm of learning raises higher requirements for a teacher: quality and effectiveness are the two key words defining the general education policy of the EU and the main objectives of the current period. It is not enough to be a good professional of own subject or have substantial pedagogicalpsychological knowledge. Today teachers are required to be able to work in a multi-cultural environment, flexibly respond and adapt to changes, individualise and differentiate the content of education, and pursue various social functions (such as vocational counselling, conflict management, mediation etc.). Besides high professional requirements teachers are also required to participate in the continuous/further learning process including formal/non-formal professional development, selfeducation, and studies in state and private vocational training organisations not only within the framework of education but also in other spheres (this is recognised as an exceptional value). In view of this the Article raises the following questions: how the process of professional development is organised in various European countries? What professional development practices are applied in Lithuania compared to other countries?

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