Į BESIMOKANTĮJĮ ORIENTUOTAS MOKYTOJŲ IR ŠVIETIMO PAGALBOS SPECIALISTŲ UGDYMAS, TAIKANT PERSONALIZUOTĄ MOKYMĄSI

The article shares with the main outcomes that were achieved while developing, implementing and testing innovative practices of personalized learning within the teacher education systems through strategic partnership of teacher education centres in Lithuania, e.g. Siauliai Academy of Vilnius University, Vilnius University, and Vytautas Magnus University, in cooperation of University of Iceland and University College Cork, Ireland. In this paper, the author shares with the main issues of the achievement related to: developed innovative teacher education approach through adopting personalized learning-based framework; updated teacher education study programmes based on the PL concept; and manifestation and evidence of the implemented personalized learning-based concept in teacher education. The methodology of this study is based on a secondary data analysis, including analysis of the INTERPEARL 1 achievement reports. The knowledge and experiences gained within INTEREARL project prove the supposition that in a student-centred paradigm, the role of the teacher changes but becomes otherwise important. The teacher acts as a facilitator, employing flexible pacing and differentiated assessment practices rather than transferring the knowledge to students. Together with other relevant issues, two aspects are most important in a student-centred learning process: the ability to choose activities and assessment methods, and the willingness to take responsibility, which has an impressive impact on the outcomes. motivation to acquire new knowledge and skills; collaboration, participation and involvement in the learning process; effective use of IT and adequate learning resources. a) initiation, planning and design PL-based framework and updated teacher education study programmes, and activities and results; coordinated knowledge sharing, equal communication and collaborative decision making; b) execution, including development, implementation, and validation.


Abstract
The article shares with the main outcomes that were achieved while developing, implementing and testing innovative practices of personalized learning within the teacher education systems through strategic partnership of teacher education centres in Lithuania, e.g. Siauliai Academy of Vilnius University, Vilnius University, and Vytautas Magnus University, in cooperation of University of Iceland and University College Cork, Ireland. In this paper, the author shares with the main issues of the achievement related to: developed innovative teacher education approach through adopting personalized learning-based framework; updated teacher education study programmes based on the PL concept; and manifestation and evidence of the implemented personalized learning-based concept in teacher education. The methodology of this study is based on a secondary data analysis, including analysis of the INTERPEARL 1 achievement reports.
The knowledge and experiences gained within INTEREARL project prove the supposition that in a student-centred paradigm, the role of the teacher changes but becomes otherwise important. The teacher acts as a facilitator, employing flexible pacing and differentiated assessment practices rather than transferring the knowledge to students. Together with other relevant issues, two aspects are most important in a student-centred learning process: the ability to choose activities and assessment methods, and the willingness to take responsibility, which has an impressive impact on the outcomes.

Introduction
Teacher education, including educational support professional education, is one of the significant areas where a lot of innovative ideas are being tested and practiced. In accordance with EU agenda (COM/2017/0247) 2 , Lithuania highlighted the priority to promote changes in the educational system, aimed at ensuring quality of teacher education and quality education for every learner. In this regard, three teacher education centres (TECs) have been appointed, i.e., Vilnius University, including Siauliai Academy (former Siauliai University), and Vytautas Magnus University. TECs of Lithuania together with their international partners -University of Iceland and University College Cork, Ireland aimed at strategic partnership for consolidation of academic resources to test and implement increasingly learner oriented teacher education practices. In this regard, the growing need for new educational concepts, such as personalized learning (PL), innovative methods and strategies, appropriate tools and instruments in order to better meet wide and changing spectrum of learners' needs and create dynamic learning experiences has been highlighted.
The aim of this paper is to share with the main outcomes that were achieved while developing, implementing and testing innovative practices of personalized learning within the teacher education systems through strategic partnership in the period of 2018-2021 3 .
In this paper, we share with the main issues of the achievement related to: developed innovative teacher education approach through adopting personalized learning-based framework; updated teacher education study programmes based on the PL concept; manifestation and evidence of the implemented personalized learning-based concept in teacher education.
The participants. The consortium that implemented PL based teacher education innovations comprised of four European universities -TECs, e.g. Vilnius University and Vytautas Magnus University from Lithuania, University of Iceland, and University College Cork, Ireland. The main group of participants consists of approx. 100 persons, i.e. partner universities teachers -teachers of teachers, student-teachers/education support teachers, and already practicing teachers. Additionally, many more university teachers, student-teachers, practicing teachers, educational policy makers and other stakeholders beyond the consortium were involved.
The methodology of this study is based on a secondary data analysis, including analysis of the INTERPEARL achievement reports 4 . For the whole project, the participatory approach, i.e., collaborative planning and implementation of a foreseen activities, has been employed. This methodology served as a 'way' to systematically realize innovation in terms of time and quality.
Step-by-step sequence was used to design, develop and deliver intellectual outputs through the following stages: a) initiation, planning and design PL-based framework and updated teacher education study programmes, and activities and results; coordinated knowledge sharing, equal communication and collaborative decision making; b) execution, including development, implementation, and validation.

Personalized Learning-Based Teacher Education Framework
The developed Framework 5 is intended for use by teacher and educational support professional educators and their students to support the on-going shift towards a more personalised learning and collaborative paradigm, which forefronts learner agency and autonomy and encourages learners to assume increased responsibility for their own learning and achievements. The PL framework recognises the interconnection of the learner and teacher journey, which places co-creation of learning upfront and recognises joint responsibility for this endeavour. Personalisation theory pushes educators to think outside the box by emphasising the need for learners to be involved in designing their own learning process (Campbell & Robinson, 2007). Hence, in a PL environment, learners have the agency to set their own goals for learning, create a reflective process to attain those goals and be flexible enough to take their learning outside the confines of the traditional classroom. PL is tailoring learning for each student's strengths, needs and interests, including enabling student voice and choice in what, how, when and where they learn, to provide flexibility and support to ensure mastery of the highest standards possible (Patrick, et al, 2013). The developed Framework explores theoretical and practice elements that together inform the concept of PL. In addition, the Framework outlines pedagogical strategies that were tested during project workshops to support the development of PL within the INTERPEARL universities.

Theoretical and practice elements of personalized learning concept
A key challenge for teacher education globally is to 'equip all teachers, not just some, for effective learning in the 21st century' (OECD 2011). In Higher Education, as well as schooling, the ground is shifting, 'quietly but steadily', away from a teacher-centred to a learner centred approach, through which educators increasingly 'adapt their teaching in accordance with a more complex understanding of human learning' (Bok 2006, p. 342). The learning paradigm is consistent with the view that, in an ever changing world, which requires creative minds, the best thing we can do for our students is to teach them 'how to learn' (Weimer 2002, p. 50). This shift from a teaching to a learning paradigm demands a new generation of aspiring teachers who are themselves self-directed learners. To achieve this, teacher education programmes need to facilitate student teachers to fully understand and experience the importance and transformative impact of PL so that they, in turn, can help future students to be confident, reflective, autonomous learners (Alisauskiene et al, 2020). PL is closely related to inclusive, individualised, differentiated learning (Abbot, 2014;EDUCAUSE, 2013). Although the concept of the latter may be more oriented to teacher considerations rather than the learners (Bray & McClaskey, 2012). PL is also closely related to personalized teaching (Lupton, 2014) in the sense that the educator's role is oriented not so much to knowledge dissemination but more to support and facilitate learning, recognising that learning can be messy, non-linear and indirect (Grant & Basye, 2014).
The theories behind the concepts of funds of knowledge (Gonzalez et. al, 2005) and learners' resources (Rodriguez, 2007) can help us frame PL. It is a responsive practice that is built on an understanding of the learners' development and individual differences.

Pedagogical strategies to support the development of persona lized learning
Personalized learning focuses on the learner's active role, interests, choices and priorities, i.e. what, how, in what ways and where to learn and how to use all of this in the rapidly changing environment. PL-based Teacher Education Framework 6 includes some core elements of personalized learning: a) student reflection and ownership while planning study outcomes, study methods, designing study environments/placements, self-evaluating the acquired competencies; b) flexible content, tools, and learning environments based on teacher-student collaboration to address student interests and needs; c) targeted instructions according to student interests and needs; d) data driven decisions. The mentioned above core elements of PL can be achieved in learning environment, through learning communities, while employing universal design for learning, and through reflective practice.
Learning environment. PL is enhanced by a humane school and classroom environment, where educators and teachers create diverse learning spaces for all learners (Guðjónsdóttir, Óskarsdóttir, Gísladóttir & Wozniczka, 2015). It emphasizes the use of open, flexible, innovative and creative teaching methods (Guðjónsdóttir & Óskarsdóttir, 2016), and builds on cooperation and collaboration, group work and teamwork. PL addresses the needs of the whole learner (Guðjónsdóttir, 2000) and is enhanced by formative assessment (Wiggins, 1998). PL implies a flexible learning environment with a variety of modes, resources, modalities and multiple instructional delivery approaches that continuously optimise available resources in support of student learning. To personalise learning is to encourage students to develop clear goals and expectations for achievement and support them to make good decisions in a challenging and rigorous learning environment. It's a space where teachers are allowed the time they need to work with students; design instruction that is rigorous, flexible and adaptable; and focus on critical thinking and metacognitive practices to develop stronger, deeper, independent learning (Patrick, Kennedy, Powell, 2013, p. 6).
Learning communities provide a structure through which students can appropriate and control their own learning. Students can self-navigate, reflect upon, and integrate experiential and academic learning as part of the ongoing process of meaningful knowledge construction (Newell, 2010; AAC & U Rubric). Learning communities provide students with the opportunity to build a network of peer support, easing the transition from their familiar local neighbourhoods and culture to the more anonymous academic and cosmopolitan setting of the school or university, replacing the sense of loss and estrangement with a shared sense of belonging (Tinto, 1997). Diverse students work together toward shared goals, each contributing his or her own perspective, integrating what is relevant from personal histories, connecting these to current tasks, creating new frameworks, and then referring to collective products to shape and interpret new experiences. Working together, students become proficient at self-re-evaluation of what they think they know and how they know it. Together they learn how to renegotiate old perspectives and make way for new ones, constructing communities of shared knowledge and understandings that bridge their diverse social and academic worlds (Alisauskiene et al, 2020).
Universal Design for Learning (UDL) is underpinned by research in the field of neuroscience, and is designed to improve the educational experience of all students by introducing flexible methods of teaching, and assessment and service provision to cater for different learners. UDL as a framework recognizes that students learn best in a variety of ways. This recognition of learner variability forms the basis and blueprint for creating instructional goals, methods, materials, and assessments that work for everyone -not as a single, one-size-fits-all solution, but rather, focusing on eliminating barriers to learning by considering the needs of diverse people in the initial design, rather than overcoming barriers later through individual adaptation (Alisauskiene et al, 2020). UDL proposes a set of principles for curriculum development which guide the design of instructional goals, assessments, methods, and materials so that they can be customized and adjusted to meet individual needs to ensure that all individuals have equal opportunities for learning, including students with special educational needs. As educators, we need to reflect on our own classrooms and on our practice to ensure that teaching and learning practices in all settings reflect the increasing diversity present in the classroom.
Reflective practice is a method of assessing our own thoughts and actions, for the purpose of personal learning and development. Reflective practice encourages practitioners to reflect on their normal way of thinking and responding within a given situation in order to gain insights into themselves and their own practice. The discourse on reflective practice can be traced to Dewey who emphasized the importance of teachers integrating theory and praxis, being aware of their decision making, and exploring their everyday practice (Dewey, 1964;Harford & MacRuairc, 2008). Critical reflection is the ability of teachers to think about their practice, develop an understanding of it by questioning and systematically evaluating it, and make decisions to respond or act. Similarly, student teachers need to develop the ability to critically reflect on their own work and how it evolves through feedback. They can achieve that by exploring theories of teaching and learning, and by planning for effective change (Watts & Lawson, 2009). This ability to analyse and make meaning from one's own experience is crucial for the development of professional knowledge.

Update of Teacher Education Study Programmes through PL Concept
Following PL concept, the innovation of teacher education study programs, as one of the intellectual outputs of the INTERPEARL project, was focused on increasing students' agency and empowerment over their own learning at every level (Freire, 1998). As such, PL includes several essential aspects of effective teaching and learning (Williams, 2013): good knowledge of the individual as a learner; shared student and teacher's responsibility for learning; learner involvement, linking learning to individual experience aspirations, and motivation to acquire new knowledge and skills; collaboration, participation and involvement in the learning process; effective use of IT and adequate learning resources.
In the INTERPEARL, eight teacher education study programmes were innovated, e.g. 2 at Siauliai Academy of Vilnius University; 2 at Vytautas Magnus University; 2 at Vilnius University; 1 at University of Iceland, and 1 at University College of Cork, Ireland. In order to update and innovate teacher education programmes in accordance with the PL concept the PL-based Teacher Education Framework that was developed by the Project team were applied. To facilitate student motivation and responsibility for learning and achievements, the programme innovation process involved not only the university teachers but also students, thereby placing a special focus on their individual needs, interests and experiences.
The Project team undertook the following steps while updating teacher education programs: • revision of teacher education programs via focus groups and survey; • selection of study subjects for innovation; • short-term training; • intensive programme for teachers of teachers and teacher students; • development of teaching and learning scenarios; • implementation of the updated study programs.
Revision of teacher education programs that were selected for the update was based on mixed method approach including focus group and survey. A survey has been designed and conducted with the aim of exploring the students' study needs and questions related to students' participation in the study process. Sixty participants -20 university teachers and 40 students in education/special needs education from the project partners' universities took part in the survey. It was found that university teachers that teach in teacher education programs employ variety of teaching methods and strategies in order to support students' autonomy in their learning: teachers seek to involve students in decision-making process related to their studies through listening to students' perspectives. However, students meet with challenges to participation in the decision-making process. According to the teachers, students lack of initiative and responsibility for their own learning. According to the students, they do not recognise that their comments are taken into consideration by the teachers (Alisauskiene, et al, 2021;Alisauskiene, et al, 2020).

Selection of study subjects for innovation.
Eight teacher education study programmes including 19 study subjects were selected for the innovation utilising the PL concept (Table 1). Short-term training was organized for three days with 32 partner university teachers. The aim of the training was to acquire new knowledge in PL for teacher education. The activities included a Three Step Interview to map out the resources in the group, the fund of knowledge, each participant brought into the big group; Walk & Talk, to explore how the group understands three related concepts: differentiated learning, personalized learning, and individualized learning that focus on organizing teaching and learning according to the students, their knowledge, experience, needs, abilities, interest; and TOC (Ticket out of Class) to gather information on the learning that has happen over the day to help the organisers plan the teaching accordingly and to give the learners a voice in their learning. Through learning from shared experience and reflecting on it through various activities the participants gained opportunities for transferability of new knowledge into their own teacher education practice.
Intensive programme for teachers of teachers and teacher students. To facilitate the innovation of teacher education study programmes, 15 university teachers and 15 prospective teachers from the partner universities took part in an Intensive Programme (IP). The IP was focused on concepts relevant to the concept of personalised learning, i.e. teacher identity, history of being a teacher, evolution of the identity of teacher & Sustainable Development Goals, Universal Design for Learning, Reflective Practice and Fostering Reflection, Graduate Attributes, Scholarship of Teaching and Learning & Communities of Learning, and Entry Points to Learning.
Development and implementation of teaching and learning scenarios was based on the main ideas of the developed PL framework and the main findings of the survey. Scenarios were developed to facilitate the update of the teacher education programmes. Scenario-based learning (SBL) can be used face-toface as well as in online learning in order to engage students and move beyond passive presentation of content (Iverson, Colkey, 2004). Learning scenario (LS) represents a pedagogical method for developing a set of activities and their sequence -learning paths, enabling students to acquire skills and knowledge. More specifically, LS defines the main activities, roles, learning structure and environment context including location, resources, tools, and services. LS defines both the role of the students and what they have to accomplish as a set of learning activities in order to attain the expected learning outcomes (Antonova et al, 2019). SBL uses interactive scenarios to support active learning strategies such as problem-based or case-based learning. SBL is based on the principles of situated learning theory, which argues that learning best takes place in the context in which it is going to be used, and situated cognition, the idea that knowledge is best acquired and more fully understood when situated within its context. While applying SBL, there are some issues to clarify: Are the outcomes based on skills development, or problem solving? Is it difficult or even unsafe to provide real-world experience of the skills? Do the students already have some relevant knowledge to aid decision-making? etc. (Clark, 2009).
Several design approaches to craft SBL can be used. Design scenarios can be developed at two levels: a) mini or basic SBL is used to validate learner's recall and basic comprehension for basic problem solving; b) complex SBL is used to validate learner's proficiency to apply the learning. A flexible instructional approach can be used within traditional e-learning course at suitable junctures, such as Pause and Reflect or in a Check Understanding Assessment. Alternatively, it can drive the entire course through a narrative scenario/story with a cast of characters and have a combination of scenarios within the learning path (Alisauskiene et al, 2021). SBL concept has been applied while updating teacher education programs within the INTERPEARL partnership. Two studies have been conducted in order to gain an evidence of SBL in the updated programs with the aim to introduce the PL framework developed within the project. The mixed method approach carried out in two different sites and draws on a range of data collection methods. The first study provides a baseline for the implementation of teaching approaches focused on enacting elements of the INTERPEARL PL framework (Alisauskiene et al, 2020). The second is the self-study of teacher education practices, whereby teacher educators study their own practice of changing the teaching approaches within their teacher education institutions. As a research methodology, self-study is a frame for practitioners to critically reflect on their practice. It gives them a forum to understand what they do, how and why they do it, and how to improve and find a way to make the study public. It requires evidence for reframed thinking and transformed practice, which are derived from an evaluation of the impact of developmental efforts while interacting with colleagues, students, the educational literature and previous work (Kristinsdottir et al, 2019;Pinnegar, Hamilton, 2010).
The participants of this research were the team of teacher educators within the INTERPEARL partnership and their students. The study reveals twofold perspective: a) from the teacher educators' perspective, SBL in e-learning uses real-life situations to validate the learning comprehension and more significantly its eventual application. It offers a highly interactive and immersive approach that can be used effectively by organizations to check-point learner's knowledge and check if learners will be able to apply the learning on their job; b) from the learner's perspective, it provides problem solving environment that is relatable (as it depicts real life situations), safe mode to practice, and understand the impact and consequences of their decisions and choices. Student survey data provides a strong rationale for the approach proposed in the personalized learning framework that seeks to accentuate choice and voice (Alisauskiene et al, 2021).
Implementation of updated study programs. In this section, the examples of the updated teacher education programmes are provided and shortly described. The descriptions are based on the summaries and reflections of teacher educators and students of the updated teacher education programmes within the partners' universities (see Table 2). The specificity of personalisation of learning in the four modules is as follows: -The modules General Pedagogy have been innovated to develop, among other things, student ability to apply strategies and methods of personalized learning and assessment in modelling, designing and planning of educational activities.
To these ends, the modules have been innovated to include 6 (minor SP) and 8 (PPSP) academic hours for personal consultations with teachers of the modules and incorporate the scenario-based PL model in their three parts. In the parts of the modules entitled Philosophy of Education, students select topics for their academic essay and seminars based on their profile and subject(s) taught. In the parts entitled History of Pedagogy, students choose the type of written or oral assessment -a written assignment or participation in a debate on the topic they select for themselves. In the parts Designing a Pedagogical System, students choose to write a subject lesson plan or an integrated lesson plan as an individual assignment, or draft and present a group project about a future school vision/scenario. -The modules Final Thesis have been innovated such that students may choose the topic of the final thesis relevant to their interests and expertise and attend seminars on the quantitative and/or qualitative research methods they plan to use in their research during which they refine their vision of the final thesis and draw up research designs. The results of a deductive thematic analysis study conducted by Vilnius University team, which explored the accounts of students of the two programmes indicate that all the four elements of personalization inherent in the PL framework developed by the INTERPEARL project are recognized by students, as is evident in three major themes which emerged from their accounts: personalization in vivo: facilitation of growth as a would-be teacher; personalization not manifest: what does not work; and personalization in the making: the do's and don'ts.

Siauliai Academy of Vilnius University
The course unit Didactics of Art and Technologies. Practice was taught to the 3rd year students of Primary Education Pedagogy and Preschool Education (undergraduate level). It was attended by 20 students. The integrated subject is taught by two lecturers, the elements of personalized learning (PL) were applied in the part of the didactics of technologies At the beginning of the semester, the students were introduced to the main elements of the concept of personalized learning. An opportunity was created for the learner to choose the pace of learning, the time and forms of assessment on his/her own, assessing the student's experience, taking into account his/her professional employment and family aspects. A collaborative learning strategy was applied during the course. Each student was free to choose the topic of an individual project according to his/her interest, and those working in preschool institutions could also take into account the needs of the group of children they were educating. At the end of the course, the students were given a questionnaire. The aim of the online survey was to find out the application of the elements of personalized learning during the course. The questions were formulated in such a way that students could not only consolidate information about PL, but also identify certain elements of personalized learning by reflecting on their studies and providing reflections. The application of the elements of PL during the course allowed the students to get to know themselves better as learners, plan their activities, develop reflection skills, and develop competences important for the future teacher. The constant provision of purposeful and timely feedback by the lecturer, the students' participation in the discussions provided the opportunity to make appropriate choices, to improve learning in the process. The students of the study programme Primary Education Pedagogy and Preschool Education see some elements of personalization in the study subject. The students poorly "decode" that they are involved in the process of updating the study subject and participate in it. The learners identify few challenges they face, there is a lack of challenges that characterize innovative learners. The small number of credits of the study subject led to minor but obviously positive changes in the subject. It is probable that updating the whole study subject Didactics of Art and Technologies. Practice according to the PL model would be a significant change, allowing to successfully develop the concept of PL in the training of prospective teachers.

Vytautas Magnus
University Education Academy Subject Primary School Management and Leadership with 21 student The course was updated by integrating PL elements of scenarios-based learning. Students had to choose a resonance case which happened in a school and raised many discussions among school leaders, teachers, learners, and parents. The selection of the case had to meet the following criteria: a case is complex, requiring managerial, legal, and pedagogical knowledge. The members of the group analysed individually and independently how the case could be solved in several scenarios, what the real solution was, and what the advantages and disadvantages of one scenario or another. Members of the group also assessed the situation (case) from different perspectives of participants: school leader, teachers, pupils, and parents. The cases were presented during the lectures and were discussed opening possibility for peer review and group feedback. This course was also updated by integrating elements of group discussion method for analysing video material. The video material was used as an example of a successful management (openly provided by The National Educational Agency). The students were preparing for the discussion, with the following leading questions: -How does the school improve its activities effectively? -How does the school find itself? -How does the school community come together? -How are school policies developed and implemented? -How are consultants used to help? -What is the benefit of external evaluation for the school? Elements of the World café method have been used for the group discussion. Although the piloting of the course took place during the quarantine, the Teams Platform was successfully used in organizing and changing groups (rotation). This allowed the video case to be analysed from the point of view of all the participants in the group, to systematize it, to summarise it, and to enable everyone to be involved and engaged.

University of
Iceland Several courses were updated, among them: Integration and creative approach in teaching (64 students) and Creative mathematics learning for undergraduate students and Working in inclusive practices (58 students), Leadership in inclusive schools in multicultural society The updates included more focus on ongoing reflection on the learning process and strengthening collaboration between students. Moreover, due to COVID-19 and transition to solely online teaching, many pedagogical strategies provided in the INTER-PEARL framework, including Walk & Talk and TOCs were adapted to virtual classroom. Teachers offered support, scaffolding and flexibility to students in line with the INTERPEARL model. Teacher educators who participated in updating the courses realised that diverse students from different backgrounds call for changes in classroom practices and teacher development. Teacher educators learnt that developing a pedagogy of teacher education is more than simply delivering information about teaching and subject content; it also needs the understanding of the complex interplay between human, material, and non-tangible element. They became more aware of their position as role models for teaching diverse students in inclusive schools, in other words of 'practicing what they preach' and putting students first. The updated courses gave students more space for connecting theories to own backgrounds, sharing experiences with others (40 students) and Mathematics for all (38 students) for graduate students.
and reflection. Students were given many opportunities to express their thoughts and ideas in diverse ways. Implementation of the ideas of personalised learning helped them in forming an opinion of what kind of teacher they want to be and what expectations they have for the profession and in determining their strengths and areas for improvement. It encouraged them to think more critically and to be more solution-oriented in everyday practice.

University College Cork, Ireland
Centre for the Integration of Research, Teaching and Learning co-delivers a module with the School of Applied Social Studies for postgraduate students on community-based participatory research. This module is offered to all postgraduate students as part of their structured PhD and supports research students to become confident in engaged research practices.
The module exemplifies a personalised learning approach whereby the participants engage with a particular challenge identified by the community partner, the students and community partners collaborate to form a response to the challenge, and students engage in structured reflections as part of the module assessment. The module combines experiential learning with a community and classroom-based sessions which collectively relate to 24 contact hours for the students. Key components of the module which relate to the personalised learning framework include: -Consideration of student's emerging identity as engaged researchers -Critical reflection on research practices in Higher Education -Students lead in the facilitation of the community-based sessions -Students provide input into and eventually lead in the design and enactment of the community-based sessions -The challenge identified by the community group is collaboratively explored and responded to. -Students provide peer feedback on each other's draft reflections -Students self-evaluate their practice in the community setting based on a rubric The personalised learning framework was explored by the teaching team to enhance future iterations of the module and these will include: -Explicitly considering the aspect of identify formation as a strand in the module. -Greater consideration of the research-teaching nexus and the potential for implementing insights from this module in other aspects of academic practice The teaching team are engaging with an alternative 2 nd level education provider for marginalized young people in 2021/22 at and the insights from the personalised learning framework are particularly relevant as the module changes focus explicitly to education provision.
Continued Table 2 Conclusion Personalized learning in higher education is a relatively new concept. In many countries, higher education institutions still follow the traditional study model. Therefore, the transition to personalised learning basically means the shift in the culture of the university and reallocation of resources (Lupton, 2013). However, the evident shift in educational paradigms, moving from the traditional teaching paradigm to the learning and collaborative paradigm increasingly actively begins to penetrate into higher education. The mentioned above shift towards more student-oriented approach is closely related to innovations, in particular, shared experiences of the implementation of personalised learning concept based education. The knowledge and experiences gained within INTEREARL project prove the supposition that in a student-centred paradigm, the role of the teacher changes but becomes otherwise important. Transition of the educational system from teacher-centred to student-centred and the shift from assessment of learning to assessment as learning, has encouraged teachers to look for new self-assessment strategies that create teacher-student partnerships and give students more responsibility for the learning process and outcomes.
Students, e.g., prospective teachers in their learning process must develop competences that reflect this attitude. Students experience personalised learning through choosing learning goals, the ways of reaching them, time, place, and pace. Two aspects are important in a student-centred learning process: the ability to choose activities and assessment methods, and the willingness to take responsibility, which has an impressive impact on outcomes. When students are assigned an active role as an active learner, which implies requiring planning, observing their thinking, reflecting, asking questions, etc., they tend to be academically advanced and more engaged in the learning process (Olaya, 2018;Biggs, Tang, 2007). To conclude, the experience and the findings of the INTERPEARL study suggest that considerable progress has been made on the road towards personalised learning, which enables the student to choose what, how and when to study and ensures opportunities to achieve the best possible results. This notwithstanding, teachers may be advised to continue improving the study process by vesting even more power with the student.

Summary
Teacher education, including educational support professional education, is one of the significant areas where a lot of innovative ideas are being tested and practiced. In accordance with EU agenda (COM/2017/0247) 7 , Lithuania highlighted the priority to promote changes in the educational system, aimed at ensuring quality of teacher education and quality education for every learner.
The aim of this paper is to share with the main outcomes that were achieved while developing, implementing and testing innovative practices of personalized learning within the teacher education systems through strategic partnership in the period of 2018-2021 8 . In this paper, we share with the main issues of the achievement related to: developed innovative teacher education approach through adopting personalized learning-based framework; updated teacher education study programmes based on the PL concept; manifestation and evidence of the implemented personalized learning-based concept in teacher education.
The participants. The consortium that implemented PL based teacher education innovations comprised of four European universities -TECs, e.g. Vilnius University and Vytautas Magnus University from Lithuania, University of Iceland, and University College Cork, Ireland. The main group of participants consists of approx. 100 persons, i.e. partner universities teachers -teachers of teachers, student-teachers/education support teachers, and already practicing teachers. Additionally, many more university teachers, student-teachers, practicing teachers, educational policy makers and other stakeholders beyond the consortium were involved.
The methodology of this study is based on a secondary data analysis, including analysis of the INTERPEARL achievement reports 9 . For the whole project, the participatory approach, i.e., collaborative planning and implementation of a foreseen activities, has been employed. This methodology served as a 'way' to systematically realize innovation in terms of time and quality.
Step-by-step sequence was used to design, develop and deliver intellectual outputs through the following stages: a) initiation, planning and design PL-based framework and updated teacher education study programmes, and activities and results; coordinated knowledge sharing, equal communication and collaborative decision making; b) execution, including development, implementation, and validation.
Personalized learning in higher education is a relatively new concept. In many countries, higher education institutions still follow the traditional study model. Therefore, the transition to personalised learning basically means the shift in the culture of the university and reallocation of resources (Lupton, 2013). However, the evident shift in educational paradigms, moving from the traditional teaching paradigm to the learning and collaborative paradigm increasingly actively begins to penetrate into higher education. The mentioned above shift towards more student-oriented approach is closely related to innovations, in particular, shared experiences of the implementation of personalised learning concept based education. The knowledge and experiences gained within INTEREARL project prove the supposition that in a student-centred paradigm, the role of the teacher changes but becomes otherwise important. Transition of the educational system from teacher-centred to student-centred and the shift from assessment of learning to assessment as learning, has encouraged teachers to look for new self-assessment strategies that create teacher-student partnerships and give students more responsibility for the learning process and outcomes.
Students, e.g., prospective teachers in their learning process must develop competences that reflect this attitude. Students experience personalised learning through choosing learning goals, the ways of reaching them, time, place, and pace. Two aspects are important in a student-centred learning process: the ability to choose activities and assessment methods, and the willingness to take responsibility, which has an impressive impact on outcomes. When students are assigned an active role as an active learner, which implies requiring planning, observing their thinking, reflecting, asking questions, etc., they tend to be academically advanced and more engaged in the learning process (Olaya, 2018;Biggs, Tang, 2007).
To conclude, the experience and the findings of the INTERPEARL study suggest that considerable progress has been made on the road towards personalised learning, which enables the student to choose what, how and when to study and ensures opportunities to achieve the best possible results. This notwithstanding, teachers may be advised to continue improving the study process by vesting even more power with the student Corresponding Author's e-mail: stefanija.alisauskiene@vdu.lt