Due to a rapid development of the society, the demands for a teacher are higher. These days it is not enough for a teacher to be a specialist in his or her narrow field. A teacher has become more than teacher of a certain subject, now he is also the one who conveys the information, who is an advisor, social pedagogue, class leader and older friend, researcher, cooperating colleague, innovator, organiser and a catalyst of the learning process. In order to become and remain such a diverse personality, it is not enough to obtain the specific knowledge of a subject. The competences of independence as well as problematic and critical thinking should be included into the educational goals, as well as an ability to raise problems and solve them, to plan the time, analyse and assess various situations, etc. Therefore, recently, more and more attention is given to proper vocational training of pre-service teachers, focusing on the development of their leadership abilities. 

The European Union Communiqué 'Europe 2020' and The State Progress Strategy 'Lithuania 2030' state, that leadership is the impetus for future growth, which will result in higher achievements not only in education, but in all the spheres of government. In order to reach this goal, leaders should be raised in all spheres. As leaders can be raised only by leaders, the main attention in our educational system should be given to the education of teachers, who would help the young leaders to come out of their shells. L. Stoll, C. Jackson, E. Hargreave, D. Fink and other authors claim, that the purpose of leadership in education is to improve every school and all the education system, by upholding and fostering the leaders on all levels: in the classroom, in schools, municipalities, higher education institutions and on the national as well as the international level. The international OECD PISA (2006; 2009), IEA, TIMSS and PIRLS research show, that the results of Lithuanian school children are decreasing. The international research ground this fact by showing a strong connection between the learning motivation of teachers leaders and their students, as teachers are creating the teaching (learning) environment, encouraging the student initiatives, creating the conditions for the creative activities, etc. So, each teacher has to be a professional, irrespective of the level of education system he would be working on. The scientific analysis allows to raise the problematic question: how to simulate and build the strategy for the preparation of teachers, in order to train them as not only the specialists in their fields, but also as initiative, creative creators of the educational process (leaders)? So, the main aim of the presentation is to determine the ways of expressing transformational leadership as precondition for pedagogical professionalism. The main goals are: 1. To substantiate theoretic relation between teacher transformational leadership expression and professionalism; 2. To determine the pre-service teacher's transformational leadership expression during their studies.

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