ConceptionofTeachertraining.docVIP

Approved by the order of the Minister of Education and Science No. ISAK-1441 September 16, 2004 CONCEPTION OF TEACHER TRAINING I. THE OVERVIEW OF THE SITUTATION 1. Due to the rapid change of social and cultural life, the development of information society and globalisation, Lithuania’s education is facing ever new challenges, which, for the past two decades, have triggered an ongoing process of reform in the educational system. A new kind of learning culture and new learning environments have emerged, while lifelong learning has become the main mode of educational renewal. 2. The further progress and quality of Lithuania’s education will largely depend on the preparation of teachers to work in new conditions. However, teacher training has been only marginally influenced by the process of the educational reform. The major drawbacks of the existing teacher training system have become apparent: teacher training higher schools underestimate the importance of pedagogical studies, there is too much emphasis on academic matters, too much orientation towards “pure science”; the institution of pedagogical placement does not function and there is no teacher licensing system; weak cohesion between colleges and universities; lack of involvement and familiarity with school life on the part of teachers of higher education institutions; the teacher training system is practically incompatible with lifelong learning needs; the content of studies is insufficiently oriented to new competences and skills – the development of critical thinking, problem solving, information literacy. 3. In the 2002 review of Lithuania’s education policy, education experts from the Organisation for Economic Cooperation and Development (OECD) noted the slow pace of reform in the country’s teacher training system. In their opinion, this was the reason why teachers were not adequately trained to meet the demands of changing education. The OECD experts recommended drawing up the standards of p