he author found out that after the state of Lithuania was restored, the representatives of history didactics focused on the studies of the experience of history teaching of the Independent Lithuania (1918–1940) and the dissemination of that experience. It was gradually transitioned to the analysis and promotion of the foreign experience. Only one dissertation written by V. Malonaitienė was defended, several tens of scientific articles were written, publications of didactic type for history teachers and students were published during roughly two decades. As an academic discipline, history didactics was targeted at history teaching and established itself as a certain think tank at Lithuanian University of Educational Sciences, where most papers of scientific and methodological type were published by the lecturers S. Stašaitis, E. Bakonis and B. Šetkus. However, generally speaking, the research area of history didactics is not popular and its development is in the hands of several people only. As regards future prospects, the research on history didactics should be focused on the transition from the classical education paradigm to the interpretive paradigm. In the aftermath of this process, the research helping to correct the goals of history teaching and their implementation and the research describing the relevant teaching content as well as the research explaining the role of the teacher and the pupils in the process of history teaching and learning under the influence of globalization are required.

The article analyses recent innovations in Lithuanian history textbooks. Since 1990, when Lithuania regained its independence, history textbooks with new innovative approaches and content have been published. The author of this study uses the content analysis method to summarise the innovations, which are presented in the history textbooks of five publishing houses: Šviesa, Briedis, Kronta, Tyto alba and Elektroninės leidybos namai. To that end, the author examined 20 history textbooks and distinguished seven most prominent innovations.

The article sets out to investigate the teaching of the official Lithuanian language in Jewish gymnasiums and progymnasiums in Lithuania between 1919 and 1940. It analyses the decisions of the Ministry of Education establishing the requirement for the pupils in nonLithuanian schools to learn the official Lithuanian language. The article also specifies the requirements of the official language that were applied to teachers at that time. It reviews the results and evaluations of inspections focusing on the knowledge of the Lithuanian language of Jewish pupils which were carried out by the individuals authorised by the Ministry of Education. They reveal that the opinion was often expressed that Jewish pupils were not sufficiently fluent in the official Lithuanian language. It is analysed what measures were applied in the abovementioned schools to improve the teaching of Lithuanian during classes and after-school activities.

The article sets out to investigate the training of teachers for Jewish elementary schools in Lithuania between 1919 and 1940. It analyses the training of teachers for the schools of three educational trends, which were established by the Zionist education society Tarbut, the religious society Yavne and the Jewish Cultural League. The article reveals the development of teacher training from summer courses to long-term courses for teachers and the seminary.