A  brief annotation  is presented below. 

While the most common approaches to understanding how best to prepare teachers are to analyse curricula and the preparation of graduates, there is a lack of research on the professional identity of teachers in Lithuania, even though the professional identity of teachers, which is most intensively formed during the years of study, is a key factor in becoming, being, and staying a teacher. The aim of this dissertation is to reveal the lived experience of becoming a teacher as a process of identity formation and its meaning-making during the years of study, identifying the key factors that condition this process. The theoretical part reveals the origins of the theory of teachers’ professional identity, the problems of the concept. Since this thesis understands teachers’ professional identity as a phenomenon that is constantly changing and is experienced as becoming, and the research sought to answer the question of how becoming a teacher is experienced, an interpretative phenomenological analysis was chosen. The study revealed commonalities in the experiences of those studying pedagogy and highlighted the factors influencing the development of professional identity. The results help to better understand the development of the professional identity of those who choose to be teachers.

Dissertation defence board:

Chair – prof. dr. Lilija Duoblienė (Vilnius University, social sciences, education – S 007),
Prof. dr. Carmel Borg (University of Malta, Social Sciences, Education – S 007),
Prof. dr Brigita Janiūnaitė (Kaunas University of Technology, Social Sciences, Education – S 007),
Prof. dr. Daiva Malinauskienė (Vilnius University, Social Sciences, Education – S 007),
Prof. dr. Romualdas Malinauskas (Lithuanian University of Sport, Social Sciences, Education – S 007).