Europos šalių technologijų mokytojų rengimo programų turinio analizė

The article deals with the problems of designing and updating study programmes during the integration process of the Lithuanian education system into the European education space. After the substantial change of general programmes of Basic education(2008) and Secondary education (2011) and seeking to fully involve self-development of general cultural, subject specific, generic and specific competencies which are necessary for teachers, it is important to update the study programmes.The problem of the research: what content of technology teacher training programme should be from the innovations point of view in order to meet the expectations of the changing society.The object of the research: the innovative content of the technology teacher training programme.The aim of the research: to highlight the innovative aspects of the content of technology teacher training programmes, having performed content analysis of technology teacher training programmes of the universities of Lithuania and some European countries.Research methods:analysis of scientific literature, analysis of the programmes of universities of some European countries which provide training for technology teachers as well as the analysis of the legal acts and strategic education policy documents of the European Union and the Republic of Lithuania.Updating of the study programme of technological education is a permanent process, which is conditioned by the following factors: market economy and the needs of information society, the fact that higher education is becoming mass, penetration of humanistic ideas into the content of education as well as the valid unified study quality assessment policy in the European Union.Taking into account the recommendations of the international experts’ group and considering international changes of analogous study programmes, the Committee of Technology Pedagogics Study Programmes of Lithuanian University of Educational Sciences in cooperation with the social partners carried out a research of opinions of students, graduates, university lecturers and employers on the study quality.They also performed a comprehensive analysis of the Bachelor’s degree study programmes of some Western European universities. The analysis revealed that theoretical models of study programmes design of different European universities have similarities and differences, which are determined by the philosophical aspect, humanistic ideas and the context of the national education policy. In the research the experience of five universities from the innovations point of view was used: the University of Helsinki (Finland), Queen Margaret University, Edinburgh (Great Britain), the Polytechnic Institute of Tomar (Portugal), and the University of Iceland.The following elective subjects have been included in the study programme of technology pedagogics: pedagogical ethics, sustainable development and social welfare, educational creative projects, family health education, health promoting nutrition education, visualization of technology education, eco creations, national and global food culture, interior design, technology education for special needs students, art therapy, development of leadership competencies, formation of study archives. The hidden curriculum of the study programme of technology pedagogics is ethnic culture, ecology, project activities.Straipsnyje aptariamos studijų programų konstravimo ir atnaujinimo problemos Lietuvos švietimo sistemai integruojantis į europinę švietimo erdvę. Iš esmės pasikeitus Pagrindinio ugdymo(2008) ir Vidurinio ugdymo bendrosioms programoms(2011) bei siekiant visiškai apimti mokytojui būtinų bendrakultūrinės, profesinių, bendrųjų ir specialiųjų kompetencijų ugdymąsi, atnaujinant Technologijų pedagogikos studijų programą, buvo atliktas kai kurių Europos universitetų, rengiančių technologijų mokytojus, studijų programų turinio tyrimas, kurio metu išryškėjo, kad įvairių Europos šalių universitetų teoriniai studijų programų konstravimo modeliai turi panašumų ir skirtumų, kuriuos nulemia filosofinis aspektas, humanistinės idėjos bei nacionalinis švietimo politikos kontekstas. Straipsnyje analizuojamas Europos šalių universitetų technologijų dalyko pedagogų rengimo programų turinys bei pristatomi LEU Technologijų pedagogikos dalyko studijų programos atnaujinimo rezultatai