Search results for: Estonia
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In order to provide an international perspective, the Academic Information Center at The Mofet Institutethe made an analytic literature review that identifies, analyzes and presents information concerning technological-vocational education (TVE) teacher preparation in Estonia, California (United States), Netherlands, China, Finland, Ontario (Canada) and Israel. Their report found that different countries direct, evaluate and supervise TVE in various ways - despite global trends, each country maneuvers in its' own climate, faces unique challenges and operates according to certain domestic relations. Most countries acknowledge the importance of developing the field of TVE and tend to invest financially, build advanced infrastructures, enrich the existing resources, conduct quality control, send lecturers to professional development and maintain the ties between TVE institutions and industrial corporates.
Updated: Jun. 13, 2022
8Novice preschool teachers’ professional skills as assessed by preschool principals and the novice teachers themselves
Novice teachers’ need for support and induction is widely recognized, and so is the role of principals in that process. Accountability-driven reforms in education have compelled principals to increasingly focus on managerial responsibilities, whereas teachers are subjected to external assessment of their professional qualities and their students’ learning outcomes. This role division can undermine the principals’ readiness for instructional leadership and can affect their perceptions of novice teachers’ needs, knowledge, skills, and attitudes, which in turn potentially inhibits adequate support given to novice teachers. Therefore, it is important to know how principals and novice teachers assess novice teachers’ professional qualities. In this study, the authors investigated the Estonian preschool principals’ and novice preschool teachers’ assessments of the professional skills of novice teachers. Fifty-seven principals and 61 first-year teachers responded to a written questionnaire. They first found that, in almost all aspects, the novice teachers assessed their professional skills higher than did the preschool principals. Second, they found that when combining the assessments of both groups of respondents, the lowest ratings were given on novice teachers’ skills in working with children with different linguistic and cultural backgrounds and with children with special needs. They discuss relevant implications for early childhood teacher education.
Updated: Apr. 11, 2022
Guided reflection procedure as a method to facilitate student teachers’ perception of their teaching to support the construction of practical knowledge
This study investigates meaningful events that student teachers identified from video recordings of their teaching practice that were used to improve their knowledge base. Data were collected from 21 student teachers at an Estonian university using a guided reflection procedure. Deductive qualitative content analysis was performed on meaningful events and student teacher reflections. Pearson’s chi-square test was used to compare the differences in types of practical knowledge that student teachers communicated when reflecting on meaningful events. Results indicate that video recordings facilitated the selection of meaningful events related to various aspects of teaching. Moreover, reflecting on empowering events advanced theoretical reasoning, while reflecting on challenging events advanced artefacts: i.e. knowledge that could guide student teacher actions in various teaching situations. Therefore, this study offers valuable insight into the kinds of knowledge student teachers construct in their teaching practice.
Updated: Oct. 23, 2020
The purpose of the study was to investigate school-based teacher educators’ teaching and supervising goals and to identify how teachers in the role of supervisors perceived university expectations. Thematic analysis indicated that teachers have difficulty establishing goals for themselves as teachers and supervisors. Their teaching goals proceeded from curricula and focused on their pupils’ cognitive development, whilst their perceptions about supporting pupils’ social development were vague. Teachers were unaware of what exactly universities expected of them as supervisors, and believed that providing teaching models for student teachers as a main supervisory goal. It is necessary to offer options to encourage cooperation between teachers and universities and maintain supervisors’ professional development.
Updated: Aug. 09, 2020
This paper explores the Estonian novice teachers’ learning and knowledge building (LKB) practices in the extended professional community during the induction programme using well-known knowledge conversion model. The assumption in this study is that a teachers’ participation in the extended professional community facilitates their professional development. The survey was conducted with 101 novices after their induction programme. The patterns of novices’ LKB practices in the professional learning community during the induction programme were explored. The analysis showed to what extent extended professional community may be formed during the induction year. LKB practice patterns among the novices were identified. The authors discovered that many novices felt that there was insufficient support from other teachers and from university experts.
Updated: Sep. 12, 2019
The purpose of this research is to identify the factors within the school environment that enhance and facilitate a teachers’ innovative behavior. Furthermore, it aims to examine whether it is possible to predict a teachers’ innovative behaviour with the proposed two-layer model (with self-efficacy being the first layer and teaching practices being the second). In this study, a model for predicting teachers’ innovative behaviour was proposed, with three general factors of school environment: interaction and involvement, need for innovation and freedom for innovation. The authors conclude that a teachers’ innovative potential is developed and used in the best possible way, when the school environment provides them with possibilities for self-development, recognition for their innovative behaviour and professional development and also constructive feedback from school management and the students’ parents.
Updated: Aug. 07, 2017
Looking Back on Experienced Teachers’ Reflections: How Did Pre-service School Practice Support the Development of Self-efficacy?
This study investigates how Estonian teachers with more than 25 years of professional experience recall and describe their pre-service teaching practice experience. This study indicates that supportive professional communication is essential for developing self-efficacy. The majority of the interviewees emphasised, either explicitly or implicitly, the importance of cooperation between student teachers and supervisors in the form of discussion and feedback. Both positive and negative experiences during their school practice contributed towards meaningful experiences becoming the catalyst of self-reflection. Many participants seemed to have experienced at least one particular feature in common, such as low perception of a sense of community within the school.
Updated: Apr. 18, 2016
The purpose of this study was to investigate what kind of emotions are significant as identity shaping for student teachers. The findings show that both positive and negative emotions influence the teaching experiences of the students. In addition, the study reveal that negative emotions exercised the strongest influence. Furthermore, it show that strong negative emotions were expressed related to teachers and supervisors.
Updated: Nov. 23, 2015
Beliefs about Teaching: Persistent or Malleable? A Longitudinal Study of Prospective Student Teachers’ Beliefs
This study explored the change in university students’ beliefs about the role of teachers. The findings reveal that the most commonly-used metaphor type was the teacher as pedagogue, reflecting the idea of the teacher as a nurturer. The students showed tendencies in their preferences for forms of expertise in the teacher’s knowledge-base measure similar to the categorisation of their metaphors. Another interesting trend is the relatively high emphasis on didactics on the knowledge-base measure by the users of self-referential and contextual metaphors in both years. Furthermore, beliefs as measured on the knowledge-base instrument tended to remain unchanged. Metaphor categorisation may be more vulnerable to subjective interpretation.
Updated: Apr. 13, 2015
The current research focuses on Estonian university students' emerging teacher identity and their interest in becoming teachers. Five hundred and sixty-five first, third and fifth year students participated in the survey. The results suggest that pedagogical reasons for entering teacher education and clear motives for studying are significant indicators of teacher potential.The article elaborates the pedagogical reasons for entering teacher education or the teaching profession and the wish to function as a change agent in the society.
Updated: Aug. 01, 2010