The Erasmus+ Strategic Partnership Project INTERPEARL (Innovative Teacher Education Through Personalised Learning) carried out in 2018-2021 by partners from Lithuania, Iceland and Ireland aimed to develop, implement, and test a Personalised Learning (PL) framework within teacher education with a view of transferring innovative PL practices across teacher education programmes. During the implementation of the project, the project team developed four intellectual outputs and carried out two studies (pre-implementation and post-implementation of PL surveys) to explore the need for and practicality of implementation of PL at partner universities. The first study (N = 60, see Alisauskiene et al., 2020a) aimed to reveal the roles of students from partner universities in 1) planning and improving the content of their study subjects and 2) self-assessment of the study results. The study utilised the method of content analysis and the findings indicated, among other things, that students often identified themselves as merely episodic partners in making decisions and teachers, too, rarely saw students as independent decision makers. These findings bespoke the importance of a novel approach to teacher education. The concept of PL was developed in line with the frameworks of social constructivism, reflective practice, and culturally mediated learning (Alisauskiene et al., 2020b; Alisauskiene et al., 2021; Rutkiene et al., 2021). PL embraces four key elements: mutual ownership by learners and teachers; flexible content, tools and learning environments; targeted support; and data-driven reflection and decision making. The concept was implemented in eight teacher education specialised programmes (SP) of all partner universities, and the project outcomes were explored by the second study (N = 46) which looked at the accounts of students of two teacher education SPs at Vilnius University innovated to include practices of PL. The study utilised a mix of instrumental case study and deductive thematic analysis methods. The results yielded three major themes: personalisation in vivo: facilitation of growth as a would-be teacher; personalisation not manifest: what does not work; and personalisation in the making: the dos and don’ts. These results indicate that although students welcome elements of personalisation in their studies, personalisation cannot be implemented into university SPs in full scope as this would mean departing from the general vision of the programme. Nonetheless, the student voice needs to be heard so that optimal changes involving application of PL are implemented properly in teacher education SPs, a mission accomplished by the INTERPEARL project.

Alisauskiene, S., Kaminskiene, L., Milteniene, L., Meliene, R., Kazlauskiene, A., Rutkiene, A., Venslovaite, V., Kontrimiene, S., & Siriakoviene, A. (2020a). Innovative Teacher Education Through Personalized Learning. Proceedings of ICERI2020 Conference, 2944–2952. Alisauskiene, S., Guðjónsdóttir, H., Kristinsdóttir, J. V., Connolly, T., O'Mahony, C., Lee, L., Milteniene, L., Meliene, R., Kaminskiene, L., Rutkiene, A., Venslovaite, V., Kontrimiene, S., Kazlauskiene, A., & Wozniczka, A. K. (2020b). Personalized Learning within Teacher Education: A Framework and Guidelines. Current and Critical Issues in Curriculum, Learning, and Assessment, 37, 1–50. Alisauskiene, S., Kaminskiene, L., Milteniene, L., Meliene, R., Rutkiene, A., Kazlauskiene, A., Siriakoviene, A., Kontrimiene, S., Venslovaite, V., O'Mahony, C., Lee, L. Guðjónsdóttir, H., Kristinsdóttir, J. V., & Wozniczka, A. K. (2021). Innovative teacher education through personalized learning: Designing teaching and learning scenarios. Proceedings of INTED2021 Conference, 5809–5818. Rutkiene, A., Kaminskiene, L., Alisauskiene, S., Milteniene, L., Kazlauskiene, A., Siriakoviene, A., Guðjónsdóttir, H., Kristinsdóttir, J. V., & Woźniczka, A. K. (2021). Tools for personalized learning-based teacher education. Society. Integration. Education. Proceedings of the International Scientific Conference, I, 537-548.