Evaluating professional development of teachers educators

ENThe chapter, on the basis of the results of the students’ reflections and the data of the teacher educator’s self-analysis complementing them, evaluates the teacher educator’s pedagogical experience in the context of teacher educator-student interaction and outlines the aspects of the teacher educator’s professional development. The parameters of professional development have been presented in accordance with the model suggested by Guskey (2016). The participants of the research – one teacher educator and 22 postgraduate students of the University X of Lithuania, who studied the subject Psychology of Creativity during the academic year of 2018-2019. The summarised research data inform about the teacher educator’s strengths and weaknesses in subject-specific, methodical, social and personal competences, also allow to identify professional areas for improvement. It can be stated that: It is important to focus not only on the content of the lecture, but also to think how to link theory with practice; to combine the content of education with the learner’s experience; it is necessary to develop personal qualities for contact with students; in the teaching process, it is important to focus on interpretive and cognitive activities of students; burnout syndrome is a threat to the emergence of the teacher educator’s need for professional development.