Development of pedagogical competencies of the vocational teachers in Italy and Lithuania: implications of competence-based VET curriculum reforms

Abstract

Purpose: The present study aims to reveal common and diverging trends in the development of pedagogical competences of vocational education and training (VET) teachers and trainers in Italy and Lithuania. Design/methodology/approach: A structured survey was administered to Italian and Lithuanian teachers. The collected data were analysed and compared. Findings: Results show that there are many common challenges and problems in the development of pedagogical competencies of the VET teachers in both countries; e.g.: the marginalisation of the VET teacher's work and working conditions, especially the dissatisfying wages and poor career opportunities, and the absent or weak institutionalisation of the VET teacher's qualifications and training. Originality/value: The emerged results can be useful for directors of VET-centres and VET-schools to manage training and pedagogical growth of teachers both in Italy and in Lithuania. Moreover, the outputs can be considered as a set of suggestions also by the policymakers both at national and European level. © 2021, Giuseppe Tacconi, Vidmantas Tūtlys, Marco Perini and Genute Gedvilienė.

Keywords

Author Keywords

Competence-based education vocational teachers vocational education and training Teacher Education Curriculum reforms Pedagogical competencies

Index Keywords

Author Affiliations

Vytautas Magnus University, Kaunas, Kaunas, Lithuania

Department of Human Sciences, Università degli Studi di Verona, Verona, VR, Italy

Funding & Acknowledgements

European Commission, EC

The present research is a part of the Erasmus+ “TEACHVET”, funded by the European Union.

Erasmus+

The present research is a part of the Erasmus+ “TEACHVET”, funded by the European Union.

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Development of pedagogical competencies of the vocational teachers in Italy and Lithuania: implications of competence-based VET curriculum reforms

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