Teachers’ professional development: The case of Lithuania

    Research output: Contribution to journalArticle

    Abstract

    Lifelong learning paradigm 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. Today teachers are required to be able to work in a multicultural environment, flexibly respond and adapt to changes, individualise and differentiate the content of education, and pursue various social functions (such as vocational counseling, 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, self-education, and studies in state and private vocational training organisations not only within the framework of education but also in other spheres. The following question have been raised in the article: how the process of teachers’ professional development is organised in Lithuania?
    Original languageEnglish
    Pages (from-to)202-216
    JournalA journal of research in education and training University of Ioannina publications
    Volume6
    Publication statusPublished - 2013

    Fingerprint

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

    Keywords

    • Teacher
    • Educator
    • Professional development

    Cite this

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    title = "Teachers’ professional development: The case of Lithuania",
    abstract = "Lifelong learning paradigm 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. Today teachers are required to be able to work in a multicultural environment, flexibly respond and adapt to changes, individualise and differentiate the content of education, and pursue various social functions (such as vocational counseling, 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, self-education, and studies in state and private vocational training organisations not only within the framework of education but also in other spheres. The following question have been raised in the article: how the process of teachers’ professional development is organised in Lithuania?",
    keywords = "Teacher, Educator, Professional development",
    author = "Leta Dromantiene and Valdonė Indrasiene and Odeta Merfeldaite and Romas Prakapas",
    year = "2013",
    language = "English",
    volume = "6",
    pages = "202--216",
    journal = "A journal of research in education and training University of Ioannina publications",
    issn = "2241-200X",

    }

    TY - JOUR

    T1 - Teachers’ professional development

    T2 - The case of Lithuania

    AU - Dromantiene, Leta

    AU - Indrasiene, Valdonė

    AU - Merfeldaite, Odeta

    AU - Prakapas, Romas

    PY - 2013

    Y1 - 2013

    N2 - Lifelong learning paradigm 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. Today teachers are required to be able to work in a multicultural environment, flexibly respond and adapt to changes, individualise and differentiate the content of education, and pursue various social functions (such as vocational counseling, 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, self-education, and studies in state and private vocational training organisations not only within the framework of education but also in other spheres. The following question have been raised in the article: how the process of teachers’ professional development is organised in Lithuania?

    AB - Lifelong learning paradigm 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. Today teachers are required to be able to work in a multicultural environment, flexibly respond and adapt to changes, individualise and differentiate the content of education, and pursue various social functions (such as vocational counseling, 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, self-education, and studies in state and private vocational training organisations not only within the framework of education but also in other spheres. The following question have been raised in the article: how the process of teachers’ professional development is organised in Lithuania?

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    KW - Educator

    KW - Professional development

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    VL - 6

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    EP - 216

    JO - A journal of research in education and training University of Ioannina publications

    JF - A journal of research in education and training University of Ioannina publications

    SN - 2241-200X

    ER -