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Denk- und Lernkulturen im wissenschaftlichen Diskurs / Cultures of Thinking and Learning in the Scientific Discourse

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Gerd-Bodo von Carlsburg

Dieser Band dokumentiert eine Reihe von Beiträgen der XXI. Internationalen wissenschaftlichen Konferenz «Bildungsreform und Lehrerausbildung» zum Thema «Denk- und Lernkulturen im wissenschaftlichen Dialog». Im Fokus standen neue Bildungsstandards für die Hochschul- und Schulbildung. Der Erwerb dieser interaktiven Kompetenzen in der wissenschaftlichen Forschung im Bildungs- und Erziehungsbereich sind Voraussetzung für die Bildung einer Identität, um den Herausforderungen unserer Gesellschaft im kommenden Jahrzehnt gerecht zu werden.

This volume presents a series of contributions from the XXIst International Scientific Conference on «The Reform of Education and Teacher’s Training» on the topic «Cultures of Thinking and Learning in the Scientific Dialogue». The articles consider new educational standards of Higher and Secondary Education. The acquisition of interactive competence in scientific research and the educational sector is a prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.

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Teachers’ Professionalism: a Comparative Analysis of Latvia and Lithuania (Rasa Nedzinskaitė / Zenta Anspoka / Ilze Briška)

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Rasa Nedzinskaitė, Zenta Anspoka, Ilze Briška

Teachers’ Professionalism: a Comparative Analysis of Latvia and Lithuania

Abstract: The analysis of scientific literature revealed that concepts of teacher professionalism depend on social, cultural, economic and political context and the phenomenon is determined differently in different countries connecting it with the professional standards of respective profession. The purpose of this study is to contribute to the development of teacher education by comparing the Latvian and Lithuanian teacher professional standards in order to find out what can we learn from each other. The reason for selecting Latvia and Lithuania was their national strategic orientation into education, particularly to qualified teachers, their professional development, and initial teacher education. The resulting similarities and differences between the Latvian and Lithuanian teacher professional standards are reported, and suggestions for teacher education improvement are discussed.

Keywords: teacher, professionalism, competency, professional standard, comparative analysis.

Introduction

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