Initial teacher training challenges in a context of educational reform in Lithuania

ENThe current article comprises a review of the Lithuanian Teacher Training Concept, OECD reviews of school resources and teacher training governmental regulations, and discusses the strengths and challenges of initial teacher training in Lithuania in context of its reform. Specifically, the changes in the teaching competence framework and vision of initial teacher training, and the methods of initial teacher education acquisition and its structure are examined and discussed. Analysis of teaching competences has shown that the priority is given to general skills (reflective practice and research on-the-job) and didactic competences in order to focus prospective teachers on the actual teaching process. Initial teacher training is seen as a foundation for building a teaching career in lifelong learning terms. A mixed model of initial teacher training is expected to provide more opportunities to enter the teaching profession by alternative ways due to an expected lack of teachers. The internship practice in the structure of initial teacher training after graduation is viewed as a means to decreasing young teachers’ dropping-out and ensuring a smooth transfer from university education to professional in-service activity.