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 professional teacher training, which would serve as guidelines for all teacher training
institutions when providing study programmes and organising pedagogical practice, also lengthening
the duration of pedagogical practice at school, improving the proportion between academic studies and
practical training. The Ministry of Education and Science, as an institution that commissions teacher
training, was instructed to increase its impact on the improvement of teacher training quality.
4. Seeking alignment with the current goals and objectives of education, the renewal of teacher
training and widening of possibilities for their professional development would ensure the training of
teachers properly equipped for work in the knowledge society and with pupils of different abilities and
needs as well as the adequate quality of education. The Conception of Teacher Training (hereinafter
referred to as Conception) sets out the key principles for the improvement of teacher training. The
Conception has been drafted in compliance with the provisions the National Education Strategy 20032012, approved by the decision of the Seimas of the Republic of Lithuania, No. IX-1700 (Official
publication, 2003, Nr. 71-3216), on July 4, 2003, with other legal acts regulating education, the joint
declaration on “the European Higher Education Area (Bologna Declaration) adopted by the European
Ministers of Education on June 19, 1999, the Memorandum on Lifelong Learning by the European
Commission on October 30, 2000, the “Detailed Programme on the Follow-up of the Objectives of
Education and Training Systems in Europe” (Lisbon Strategy), jointly adopted by the European
Council and European Commission on February 14, 2002.
II. GENERAL PROVISIONS
5. The Conception of Teacher Training defines the goals and objectives of teacher training,
general provisions, the teacher’s professional competence, the ways of organising teacher training and
means of training quality assurance.
6. The Conception applies to training of pre-school, primary, basic, secondary and vocational
teachers, social, special and other pedagogues at Lithuania’s higher educational institutions.
7. The terms used in the Conception:
“Partnership school” is a school where students carry out their pedagogical practice, according
to the agreement with a teacher training higher education institution;
“Parallel model” means a way of teacher training whereby a subject training and professional training take
place at the same time.
“Consecutive model” is a way of teacher training whereby professional training takes place after subject
training.
“Pedagogical qualification” refers to the total of knowledge and skills necessary for work in the educational
process, validated in the order established by the legal acts of the government or any other institution authorized
by the government.
“Pedagogical practice” is part of the teacher training study programme, the function of which is to develop a
would-be teacher’s practical skills of work at a partnership school.
“Pedagogical placement” refers to a year-long (two semesters) part of the teacher training study programme
(for vocational teachers – half a year) during which they can acquire the experience of working at school.
“Supervisor of the pedagogical practice” means a teacher of a higher educational institution, who provides
methodological guidance for the student on pedagogical practice.
“Pedagogical studies” refer to first level university studies or, in the parallel model, that part of the study
programme which is dedicated to the acquisition of the teacher’s professional competence, upon completion of
which a graduate is issued with a certificate.
“Teacher’s license” refers to a document, issued in the order established by relevant legal acts, which
entitles a person who has acquired a pedagogical qualification to work as a teacher.
“Professional teacher training” refers to that part of teacher training that is dedicated to pedagogical sciences,
psychology and subject-specific methodology as well as to practical teacher training during the pedagogical
practice and the pedagogical placement.
“Mentor of the student-teacher(-s)” refers to a school teacher who provides methodological assistance to
would–be teachers during their pedagogical practice at a partnership school.
“Mentor of the trainee on placement” refers to a school teacher who provides methodological assistance to
the trainee in his practical work.
III. GOALS AND OBJECTIVES OF TEACHER TRAINING
8. The goal of teacher training is to provide conditions for a person to acquire a professional
competence that is necessary for successful work at school, by nurturing a personality who, while
developing in their pupils competences relevant for contemporary society, will be guided by the values
of humanism, democracy, modern understanding of national identity and renewal.
9. The main objectives of teacher training are as follows:
9.1. to help a person to acquire a teacher’s professional qualification, enabling the graduate to
work successfully within formal and non-formal education programmes in the context of integration of
Lithuania’s education into the educational space of Europe and the world;
9.2. to help a person to acquire a higher education which meets the standards of contemporary
science and culture;
9.3. to help a person to develop the attitude and ability to continually upgrade the teacher’s
professional competence, to become an active participant of social and cultural life.
IV. PRINCIPLES OF TEACHER TRAINING
10. Teacher training shall be guided by the following principles:
10.1. teacher training must be flexible and responsive to the country’s needs arising from the
challenges of modern life as well as be geared to the goals and objectives of Lithuania’s educational
system and educational reform;
10.2. teacher training must provide conditions for the prospective teacher to acquire
competences necessary to fulfil his new roles: the organizer of teaching process, resourceful educator,
creator of opportunities, facilitator, adviser, partner, mediator between the pupil and a variety of
modern sources of information;
10.3. teacher training programmes must focus on achieving the main objectives of teacher
training and readily respond to the changing requirements for the teacher’s competence; they should
more actively promote the holistic approach to teacher training, which is still given insufficient
attention, and overcome the consequences resulting from the lack of this approach, in particular, the
unjustified inclusion of certain courses into study programmes, which reflect the possibilities of higher
educational institutions and interests of their academic staff rather than students’ needs;
10.4. the part of general education subjects and subjects of the selected study field within a
teacher training study programme must be purposefully aligned with that part of studies which is
dedicated to professional training of would-be teachers, with priority given specifically to the latter
part;
10.5. theoretical studies within the professional teacher training block must be well coordinated
with the development of skills and experience necessary for the teacher’s practical work, with priority
given to the latter;
10.6. the effectiveness of teacher training must be assessed, both by internal and external
evaluation methods, on the basis of teaching outcomes – the competences gained by teachers;
10.7. studies of future teachers at higher education institutions as well as their pedagogical
practice should be primarily based on students’ independent work, as one of the best ways for
acquiring professional competence;
10.8. when drawing up and renewing teacher training programmes, the prospects for continuous
upgrading of the gained qualification and professional development should be taken into account.
V. THE TEACHER’S COMPETENCE
11. The foundations of the teacher’s competence encompass the following closely knit
components: general cultural competence, subject competence, professional teacher competence.
12. Teacher training is targeted at the development of the competence that is necessary for the
teacher’s practical work.
13. The requirements applying to the teacher competence are thoroughly defined in the
Regulation on Teacher Training and the regulations of study fields.
VI. THE TEACHER’S QUALIFICATION AND HOW TO ACQUIRE IT
14. The teacher’s qualification is granted to persons who have acquired general cultural, subject
and professional competences, completed pedagogical placement and passed a qualifications
examination.
14.1. The teacher’s general cultural and subject competences are gained while studying at a
higher educational institution;
14.2. The teacher’s professional competence is gained upon completion of studies at a higher
education institution, where a parallel model of studies is used, or upon completion of pedagogical
studies and pedagogical placement.
15. Teachers who work at school but do not have higher education and/or adequate subject
competence may acquire it while studying at higher educational institutions under bachelor or applied
bachelor study programmes. Their pedagogical work at school, if assessed positively, is accepted as a
valid equivalent of pedagogical placement.
16. Persons who have acquired higher education, but do not have adequate professional
competence may acquire it while studying at a higher educational institution in pedagogical study
programmes. Their pedagogical work at school, if assessed positively, is accepted as a valid equivalent
of pedagogical placement.
VII. TEACHER TRAINING AND LICENSING
17. The process of teacher training consists of first level university or non-university studies
(with pedagogical practice at a partnership school included), pedagogical placement and a
qualifications examination.
18. Studies at a higher educational institution:
18.1. Pre-school and primary education teachers are trained under non-university study
programmes, using a parallel teacher training model. The scope of studies for pre-school and primary
teachers ranges from 120 to 160 credits. Upon completion of such study programmes graduates are
awarded an Applied Bachelor’s degree in education and a certificate of completion of pedagogical
studies. On researching the demand for teachers in the labour market, the Ministry of Education and
Science may commission educational institutions to train a specific number of basic education subject
teachers according to non-university study programmes.
18.2. Teachers of one or more taught subjects, special and social pedagogues are trained under
university study programmes, using both parallel and consecutive teacher training models.
18.2.1. Persons, who have completed studies dedicated to teachers of one subject according to
the parallel model, receive a Bachelor’s diploma which confirms the acquired Bachelor’s degree in a
study field constituting the foundation of a respective subject as well as a certificate of completion of
pedagogical studies. The scope of studies ranges from 140 to 160 credits.
18.2.1.1. Persons, who have completed studies dedicated to teachers of two subjects according
to the parallel model, receive a Bachelor’s diploma which confirms the acquired Bachelor’s degree in
study fields constituting the foundation of respective subjects as well as a certificate of completion of
pedagogical studies. The scope of studies ranges from 160 to 180 credits.
18.2.1.2. Persons, who have gained a Bachelor’s degree but do not have a certificate of
completion of pedagogical studies, may acquire the professional competence necessary for a subject
teacher by taking up university (pedagogical) study programmes. The scope of these studies amounts to
40 credits, and, upon their completion, graduates are issued with a certificate of completion of
pedagogical studies.
18.2.2. The scope of studies for special and social pedagogues according to the parallel teacher
training model ranges from 140 to 180 credits. Through separate modules of a programme, conditions
may be created for them acquire the professional competence of a subject teacher. In this case, the
study scope is from 160 to 180 credits. Upon completion of studies, graduates are issued with a
Bachelor’s diploma, attesting to the gained Bachelor’s degree in education, and a certificate of
completion of pedagogical studies. Social workers, who have completed non-university studies, are
provided with opportunities to acquire the required competence of the social pedagogue.
18.3. Vocational teachers are trained under university and non-university study programmes,
using a consecutive teacher training model.
18.3.1. Admission to pedagogical studies is granted to persons who have completed university
or non-university study programmes and have no less than three years of work experience in a certain
vocational field;
18.3.2. Pedagogical studies are implemented under university study programmes, their scope
being no less than 40 credits.
19. The pedagogical practice.
19.1. The purpose of the pedagogical practice is to assist a would-be teacher in acquiring the
experience, competences and skills necessary for the teacher’s practical work, by providing conditions
for him to do practical teaching and carry out separate functions of the teacher’s professional activities
at a partnership school for a set period of time (under the supervision of an experienced teacher);
19.2. The pedagogical practice is based on students’ direct participation in professional
pedagogical activities. The roles of the student on pedagogical practice should evolve in the following
stages: the observer - the teacher’s assistant - the student-teacher working under the guidance of an
experienced teacher - an independently working teacher;
19.3. It is recommended that pedagogical practice should amount to no less than 20 credits, and
in the case of the parallel teacher training model, it is to start in the first year of studies;
19.4. The pedagogical practice is based on the cooperation between the teacher training higher
educational institution and a partnership school. The goals and objectives set for the student’s
pedagogical practice as well as concrete tasks to be carried out at school are jointly discussed and
agreed upon by the student-teacher, the supervisor of pedagogical practice and the mentor of the
student-teacher(s). The rights and duties of the higher educational institution, the partnership school
and the student-teacher are defined in the agreement on practical teaching;
19.5. The quality of practical task performance, activities and contributions of individual
student-teachers are analysed in public discussions held at a partnership school, attended by all
interested teachers, other student-teachers who carried out similar practical tasks and the supervisor of
pedagogical practice. The pedagogical practice should become a factor spurring not only the studentteacher’s professional progress, but also that of the partnership school and the teacher training higher
educational institution.
20. The pedagogical placement.
20.1. The pedagogical placement is an essential teacher training component, providing
conditions for the trainee on placement to acquire skills and experience necessary for the teacher’s
practical work. The school’s administration appoints the mentor to the trainee, who provides guidance
to the trainee throughout the school placement. At the end of the placement period, the mentor reports
to the school administration on his assessment of the trainee’s work. In addition to this, the trainee
writes a final paper where he analyses his work at school. The paper is publicly presented to the
teachers of the school and submitted to the Qualifications Examination Commission. On the basis of
the mentor’s trainee assessment report and the trainee’s final self-assessment paper, the school
administration present their evaluation of the trainee’s performance on placement;
20.2. Rights, duties, responsibilities and remuneration terms of the trainee on placement and his
mentor are defined by legal acts.
21. The qualifications examination.
21.1. After the pedagogical placement, professional competence is assessed in a qualifications
examination, conducted by the Qualifications Examination Commission, set up by the Ministry of
Education and Science, in the order established by the Minister of Education and Science;
21.2. The Qualification Examination Commission evaluates the would-be teacher’s
competence, taking into consideration his study results, evaluation of the pedagogical placement and
the results of the qualifications examination. The document testifying to the acquired teacher’s
professional qualification is awarded in the order set by the Minister of Education and Science.
22. Licensing.
22.1. In accordance with legal acts, a teacher’s license is issued to persons who have completed
a pedagogical placement, passed a qualifications examination and who meet the set requirements, in
the order established by the Minister of Education and Science.
VIII. TEACHER TRAINING QUALITY ASSURANCE
23. The main quality element in teacher training is the teacher’s ability to implement the goals
of a certain curriculum.
24. Seeking to upgrade the quality of teacher training, the audit of teacher training effectiveness
(further – audit), assessment and accreditation of pedagogical study programmes are regularly carried
out.
25. The audit assesses the compliance of the teacher training model with the goals and
principles of the educational system. The conclusions of the audit are presented to the public. On the
basis of these conclusions, teacher training is modified accordingly.
26. The key elements in the assessment of study programmes include self-assessment of study
programmes, visits of domestic and foreign assessors to teacher training higher educational institutions,
the formulation of assessment conclusions, their approval and presentation to the public at large. On
the basis of assessment conclusions, study programmes are improved; and, if they conform to the
requirements, study programmes are accredited.
27. Organisers and implementers of teacher training programmes must be aware of and have a
thorough understanding of the general and special quality assessment criteria, on the basis of which
study programmes are evaluated and accredited. General assessment criteria are set out in the
regulations of study fields, whereas special criteria are defined in the Regulation on Teacher Training.
28. Seeking to enhance practical pedagogical skills of would-be teachers, school teachers must
be trained for the roles of the mentor to the student-teacher and mentor to the trainee on placement, and
higher school teachers must be trained to act as supervisors of pedagogical practice. With a view to
this, the system of measures aimed at the development of these competences has been prepared and
implemented, cooperation and exchange with overseas secondary and higher education teachers
involved in the same work are being carried out.
29. While promoting the improvement of the teacher training system and the quality of training,
a significant role is played by applied research geared to these goals. These researches are carried out
by higher educational institutions, either on their own initiative or upon commission from the Ministry
of Education and Science, non-governmental organisations, foundations and other institutions.
30. To ensure the flexibility of the teacher training system, modular studies, allowing for
differentiation and individualization of teacher training programmes, and opportunities provided by
distance learning should be widely used.
31. Studies of would-be teachers at higher educational institutions should seek maximum
orientation towards students’ independent study. This would help to overcome the still prevalent
reproductive model of knowledge transfer and help students to develop skills of independent study,
crucial for lifelong learning and professional development. Lecturers should become facilitators and
consultants in student self-study rather than mere transferors of knowledge. More attention should be
given to training would-be teachers how to use modern communication technologies in the educational
process.
32. Teacher training higher schools should develop closer cooperation with schools of similar
profile in the country and with research and study institutions abroad. The cause of common academic
advancement would be greatly aided by the establishment of associations of higher education
institutions and by associations of higher education teachers, by broadly-based teacher and student
exchange programmes, drawing on international resources of expertise and funding
33. Higher educational institutions must provide conditions for continuing professional
development of their academic staff. Every five years lecturers shall be granted a sabbatical holiday for
a substantial renewal of their taught courses.
34. Higher teacher training institutions should pay far more attention to the selection of
candidates who decide to take up pedagogical studies, to their professional interests, academic skills
and their individual qualities.
IX. IMPLEMENTATION OF CONCEPTION
35. To implement the principles of teacher training reform envisaged in the Conception:
35.1. legal acts, enabling the implementation of the Conception, should be drawn up;
35.2. the reform programme for teacher training and professional development, in compliance
with the Conception, should be drafted;
35.3. Resources of the European Union structural funds and opportunities provided by
international cooperation and exchange programmes should be used for the implementation of the
Conception.
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