Teacher of technological education in Lithuania, Great Britain and Finland. What is she like?

Straipsnyje analizuojama technologinio ugdymo turinys ir technologinio ugdymo pedagogui keliami reikalavimai Lietuvoje, Didžiojoje Britanijoje ir Suomijoje. Technologinio ugdymo sampratos nagrinėtose šalyse yra artimai susijusios integralumo su kitais mokomaisiais dalykais ir siekio rengti ugdytinius sėkmingai adaptacijai visuomenėje aspektais, tačiau išskiriami ir technologinio ugdymo turinio skirtumai. Technologijų ir dizaino ir technologijų pamokose išryškėjęs technologijų, o namų ūkio ekonomikos pamokose – socialinio ugdymo aspektas. Lietuvos, Didžiosios Britanijos ir Suomijos švietimo ir pedagogų rengimo koncepcijų analizė atskleidė pedagogams keliamų reikalavimų panašumus ir skirtumus.The aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made: 1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition. During lessons of household economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of household economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in household economics. 2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries