Kokybės vadyba plėtojant pedagogų kvalifikacijos tobulinimo sistemą

Abstract

All the data gathered throughout the research was analyzed and the following conclusions were drawn: 1) as the Lithuanian teacher community has used obligatory appraisal and self-appraisal since 2004- 2005 in pursuance of quality education, application of the aforementioned methods in teacher development will not be new or difficult to comprehend; 2) the process of teacher development ensures quality programme preparation; however, absence of feedback on the quality of programme implementation, does not allow claiming that the quality of teacher development is ensured; 3) the research revealed that it is practically impossible to recognize the classical quality terms, such as quality planning, quality management, quality assurance and quality improvement in the process of teacher development; thus it may be claimed that quality management in the process of teacher development is unsystematic.