Nowadays , the decline in the prestige of the vocational teacher profession is a great challenge and requires a thorough exa mination of teachers ’ personality and its relationship with teaching quality. The aim of the research is to analyse the relationship between vocational teachers’ personality traits, career calling and the aspects of tea ching quality. Three hundred and forty-six vocational teachers from Lithuania participated in the research. The results revealed that only slightly more than one-third of vocational teachers’ has chosen the tea ching profession as calling. The high level of extra version ( p < 0.01), openness to experience (p < 0.01) and low level of neuroticism (p < 0.01) are related to professional calling of vocational teachers. Also, the various aspects of teaching quality are closely related to teachers’ personality traits. Thus, the research findings might serve as the basis for providing a more comprehensi ve view of the ps ychologi cal fa ctors of the vocational teachers’ profession. Keywords : Vocational teacher, personality traits, career calling, teaching quality.

The aim of this study is to present the hedonic and eudaimonic value preferences for the youth Lithuanian participants and non-participants in sport. Participants of this study were 345 school children, 16–18 years of age. Self-report questionnaire consisted of S. H. Schwartz’s Value Survey, questions about socio-demographic characteristics, information about activity in sports and questions about expectations of the career in sport. The results revealed that eudaimonic values are more expressed in females than males. Secondly, young people that are participating in sports have more strongly expressed values compared to non-participants, and also, engagement in sport’s activities is driven by both – eudaimonic and hedonic values. Finally, expectations of young people’s career in sport are associated with personal growth and development (the eudemonic approach), as well as achievement and recognition (the hedonic approach). The implications for interventions are discussed.

Smart educational technology in the learning process at a vocational training institution directly correlates to the pedagogical and methodological preparation of teachers and their practical experience. The pedagogical preparation determines better learning outcomes, effective social and cultural expressions, and more qualitative guidance of the didactic process. In addition, teachers with the help of technology have the opportunity to draw attention to each student, help the learner to know himself and his or her field of professional expression. This case study examined the ability of vocational teachers to use various technologies in class. Study was conducted in five rural vocational training schools in Lithuania. Twenty five vocational teachers were interviewed using focus group interview format about their smart educational technology usage in teaching and contacting their students. Teachers were observed manipulating, transforming and allocating appropriate digital media, adapting teaching content and easily forming teaching-learning networks to achieve educational goals. Overall, the process described here showed that regardless of how long vocational teachers work at a rural school and what subjects they teach, mostly teachers communicated and collaborated through technologies with their students while presenting vocational teaching content. Finally, the technological competence of vocational teachers reflected the teacher's ability to carry out a certain vocational teaching process: the ability to perform technological operations, the skill to work with various materials, equipment and the mentoring capacity. Keywords: case study, learning process, smart education technology, teachers' perspective, rural vocational training institution INTRODUCTIONA vocational teacher uses different techniques which depends on the subject and context in which training takes place (Billett and Choy, 2013). Many VET methods are based on practice. In many cases the training is supported by monitoring and simulating specific work processes (Marchand, 2008); experimenting at a particular workplace (Shaidullina et al., 2014). Educational technologies encourage students to reflect and adapt what has been learned. Studies on technology-based learning show that the change in society and education affects the choice of learning theories and technologies. Learning theories and educational technologies are interconnected by invisible conceptual relationships; intertwined through the processing of information and the accumulation of knowledge.Vocational schools are involved in innovation processes that affect all organizational components: curriculum, staffing, infrastructure. Teachers and students acquire new competences that create new teaching and learning perspectives (Hämäläinen and De Wever, 2013). In this context smart educational technology is not a new concept anymore. Over the last decades in vocational education and training (VET) institutions there have been major transformations: changes appeared in form, capacity, ed...

Šio tyrimo problema siejama su klausimu, kaip profesinio ugdymo turinio kokybę ir jos komponentus lemia Didžiojo penketo pedagogo asmenybės bruožai. Tyrimo tikslas -nustatyti profesinio ugdymo turinio kokybės komponentų ir Didžiojo penketo pedagogo asmenybės bruožų sąsa-jas. Tyrime dalyvavo 346 Lietuvos profesinio rengimo sistemos pedagogai. Identifikuoti kokybiš-kos pedagoginės sąveikos komponentai, kurie užtikrina jos interaktyvumą, naujausių inovatoriškų mokslo žinių pateikimą, mokinių prasmingo ir įsitraukiančio mokymosi aplinkybes, efektyvią komunikaciją su mokiniais naudojant tiek tiesioginės, tiek virtualios komunikacijos priemones. Didžiausią dėmesį kokybiško mokymo strategijoms skiria sutarimu, sąmoningumu ir atvirumu patyrimui pasižymintys pedagogai. Raktiniai žodžiai: profesijos pedagogas; veiklos turinys; mokymo kokybė; Didysis penketas; asmenybės bruožai.JEL kodai: G32, I20. ĮvadasProfesijos pedagogų veiklos turinys, jo tyrimai, projektavimas, realizavimas ir nuolatinis atnaujinimas iš esmės yra veikiamas pedagogo asmenybės. Realiame profesijos pedagogo darbe asmenybė lemia sąveikos "mokytojas -mokinys" turinio kokybę, pedagoginės komunikacijos specifiką, empatiškus mokytojo ir mokinio santykius, vertybių prioritetus, realų didaktinio proceso kokybės kontekstą ir pasirinktus kokybiško mokymo komponentus.Šiandien Lietuvos profesinio rengimo sistemoje dirba daugiau kaip 3580 pedagogų. 2015 metų Statistikos departamento duomenimis, apie 2000 pedagogų dirbo profesijos mokytojo darbą (Lietuvos švietimas..., 2015), kuriame stebimos tiek bendrojo pobūdžio, tiek specifinės švietimo sistemos problemos. Jas mokslininkai sieja su blogėjančiu mokinių bendruoju pasirengimu, silpnėjančia mokymosi motyvacija, mokinių psichologinės sveikatos blogėjimu ir mokinių delikventiškos elgsenos apraiškomis.

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