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.