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Pre-service teacher training offers various opportunities for trainees to become aware of and understand the qualities of good teaching. Towards the end of their training they should be able to identify clearly the criteria for measuring their readiness for teaching profession as well as identify their own strong and weak areas.
The author of this article presents the results of the study where the aim was to focus on the trainees′ perception of themselves as English language teachers based on the criteria of the EPOSTL at the end of their training when trainees receive their diploma for teaching the English language.
After the economic recession in the nineties, the Finnish government followed world trends and built national competitiveness policy. Finland has developed a high quality of teachers’ work along with high social trust to this profession at every level of education. Teachers’ profession is as prestigious as the profession of doctors or attorneys. The article reveals the relationship between the change in Finland’s education policy, so called Alternative Reform Movement and the Finnish culture of teaching.
Liudmila Dulksnienė, Sigutė Stankevičienė, Irmantas Ramanauskas and Laima Šarkauskienė
The changing approach to a physician’s profession brings about changes in the professional education and training of family physicians as well as in their continuous qualification improvement. For this reason, during the reformation of Lithuania’s primary healthcare system, not only alterations in family physicians’ activity, but also the changes in their education and training and the updating and improvement of their curriculum were seen as priority areas.
The aim of the study was to reveal and compare resident physicians’ attitude to the peculiarities of the professional education and training of family physicians based on the traditional and problem-based learning systems at the Lithuanian University of Health Sciences (subsequently, LSMU).
The study on the professional education and training of family physicians was conducted in 2005 and in 2015. The quantitative study was carried out via a written questionnaire survey. The studied population consisted of resident physicians who were studying family medicine at the LSMU.
The analysis of the peculiarities of the professional education and training of family physicians showed that resident physicians acquired sufficient knowledge and skills in the fields of disease diagnostics and treatment, qualification improvement, disease prevention, and teamwork organization. Resident physicians had insufficient skills to adapt to new conditions of activity, and their studies did not develop creative thinking. The problem-based learning (PBL) system helps future family physicians to develop essential competences and to acquire knowledge and skills required for the career of a family physician.
Světlana Hanušová, Michaela Píšová and Tomáš Kohoutek
Problems with staffing play a crucial role among factors influencing the quality of English language teaching at Czech primary and lower secondary schools. Since 1990 the shortage of teachers of English as a foreign language has been repeatedly reported by the Czech School Inspectorate. The shortage is largely caused by the reluctance of English language teacher education study programme graduates to accept teaching positions at primary and lower secondary schools. A drop-out syndrome in the early stages of the teachers’ career is another factor that may contribute to the lack of teachers of English. Unfortunately, it has not been researched in the Czech Republic and it has not been systematically monitored by the state. In the research study focusing on novice teacher drop-out, conducted in 2015–2017, we deal with the process of socialisation of novice teachers in schools and with external factors that influence the socialisation and that can be seen as predictors of novice teachers’ decision to stay in their current school or leave either the school or the teaching profession. The current paper presents partial findings related to drop-out intentions of novice teachers of English as a foreign language in comparison with teachers of other subjects. Our findings indicate that drop-out intentions are more frequent in teachers of English as a foreign language than for other teachers and that teachers of English evaluate their cooperation with colleagues and leadership at their schools more critically than other teachers.
Despite the abundance of career education interventions and information on career opportunities, the search for information process is not necessarily performed very thoroughly, and thus persons, choosing a profession, do it in the simplest way, being unable to properly explain their decisions afterwards. In choosing a career, it is crucial to think through potential alternatives and support them by arguments. That is why it is important to discuss the process of reasoning, which evolves coherently and can be characterised by certain elements. The following research question was raised in this study: “How the reasoning of pupils’ on career choice is distinguished at a comprehensive school?” In this case the main accent of the research is focused on the situation of career choice reasoning at Lithuanian gymnasiums. The research aim was to disclose the phenomenon of the reasoning on pupils’ career choice at a comprehensive school. For this article, the data have been collected by methods of literature review and individual semi-structured interviewing. Qualitative content analysis has been performed while processing the information acquired from semi-structured interviews. Findings from literature review showed that the reasoning is assessed as conscious, aim-oriented process of conclusion drawing, by means of which it is pursued to evaluate alternatives, solve problems and make decisions by referring to certain information, facts and features, personal characteristics and beliefs. Reasoning based on stimuli emergence is the aim-oriented process, functions of which are based on information, knowledge and experience. This needs mental abilities, language. Reasoning is related to personal inclination and habits. Empirical findings revealed that the phenomenon of career choice at school is not unanimously understood and does not have clear structure. The character of pupils’ reasoning is closely related to emergence of certain stimuli. The external stimuli that induce the reasoning on one’s career choice, which were mostly emphasized by the informants, allow considering that here the school educational environment plays the important role.
The concept of professional identity involves professional suitability, training, professional choice, professional image, professional plan, career awareness and motivation. Students of social pedagogy as future professionals have their self-conception which depends on the level of professional identity the students have achieved: diffuse identity, self-determination without debate, moratorium and the identity achieved. Each level reflects the identity of a certain combination of investigation and resolution of the undertaking. However, professional identity is not only an objectively perceived phenomenon; every subjective perception leads to one’s own career in the context of human evolution, social life, economic conditions, learning experience.
Professional identity, which has been understood as professional roles, is one of the most important factors of career success and satisfaction. It is based on personal characteristics, values and experience. The profession of social pedagogues is specific, because they work with people and, in particular, socially sensitive. Therefore, the students of social pedagogy must have the inclination to work with people. Social pedagogues are responsible for social well-being and, therefore, career decisions of students in social pedagogy must be self-directed and adequate. Thus, the higher education professionals providing career guidance, mentors and teachers should recognize whether these programs are relevant to young people at an early stage of the professional identity. Future social pedagogues must also understand the characteristics of the formation of professional identity of a social pedagogue. Therefore, this article addresses the following research questions: what career decisions were taken when choosing studies in social pedagogy? How and what appropriate level of professional identity was reached during the period of studies at university?
edukacyjna wobec wyzwań i oczekiwań społecznych (pp. 58-69). Kraków: Oficyna Wydawnicza Impuls.
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