The aim of the study was to explore professional identity development among student teachers in a five-year integrated teacher education programme Estonia. Thirty-eight students first through fifth year primary school provided written stories about themselves as today. narratives were analysed both across different years using inductive content analysis, and in-depth thematic analysis one case exemplifying emergence identity. In latter, Kelchtermans’ model applied. Findings indicate that...

Abstract In the modern world, teachers are expected to be ‘learning professionals’ who constantly expand their knowledge and skills share both practical theoretical insights in a community of colleagues. Teacher professional competence‐based standards could an instrument support teachers' learning if they integrated with broader assessment evaluation frameworks evaluation, development career advancement line standards. Estonia, teacher were first developed 2005. Currently, initial education,...

Educational systems worldwide seek sustainable school improvement by fostering collaborative organizational routines that support teachers' practises and students' learning outcomes. This study examines how five Estonian schools perceive evidence-driven in a 3-year school-university partnership program. In each school, the principal teachers collaborated with an external mentor. Supported university experts, teams worked on projects aimed at enhancing student their collaborative, culture....

The ability to express oneself clearly in both a mother tongue and foreign language is foundation principle of the new national curriculum Estonia. Therefore, research was conducted determine whether there possible relationship between English as (EFL) teachers' perceptions effective teaching contextual evaluation school. aim this article describe school climate among EFL teachers. study revealed that correlate some extent with their practices, differences teachers Estonian-language schools...

The aim of this study was to find out which learning strategies teachers teach, either directly or indirectly, and how classroom observations are related teachers’ knowledge strategies. Seven different were used. Learning Strategy Teaching Observation Instrument (LSTOI) developed for study. Forty-five video-based conducted. Teachers showed strong strategies, but they did not teach about in the classroom. In order support classroom, we conducted a detailed analysis two who provided greatest...

Teachers' innovative behaviour influences not only their teaching practices and professional habits, but also has an impact on students' creation of novel original ideas. In spite the increasing demand for behaviour, relatively high academic achievements Estonian students in international comparison, teachers Estonia often do use practices, according to Teaching Learning International Survey (TALIS). This study explores possible school environmental factors that may support teachers. A...

This study investigates how moral virtues create purpose for ethical leadership. Four exemplary principals, two from Estonia and Finland, were interviewed to their perceptions of critical incidents in work are manifest reflections. The results qualitative content analysis showed that the related themselves as principals with teachers, students families, communities a whole. demonstrated wisdom knowledge creating long-term visions schools building future generations. Other leading humanity,...

The university-student partnership during the quality assurance process has gained considerable attention in policy documents as well research into higher education. An effective dialogue is critical for engaging students continuous improvement of Therefore, this qualitative study explored how student engagement can be improved by an dialogue. Based on interviews carried out with 27 students, concluded that were eager to take part process. However, students' understanding what university...

Our study focused on the leadership strategies of Estonian and Finnish principals aimed at encouraging teachers to participate in school development. We also looked context-bound factors that form framework within which discuss their work regarding (1) creating a shared vision, (2) implementing practices, (3) fostering collaborative culture, (4) supporting teachers' development recognizing work. interviewed five from each country used directed content analysis examine data. According...

We examined practices and experiences of leadership during the COVID-19 school closures in 2020 by analyzing Estonian ( N = 219) Finnish 775) leaders’ responses to open-ended questions an electronic survey. In analysis we used five categories drawn from data: Making decisions, Re-organizing schoolwork, Communication, Giving support, Self. The findings show leaders stressing especially themes within communication giving support both at emotional-level use technology teaching. signal a...

Teacher leadership is a powerful concept in school development. However, teachers' readiness to take on the role rather delicate. Therefore, this study aimed determine relationship between for and two main factors that affect it: distributed culture. Quantitative data from teachers (n = 480) 16 Estonian schools were gathered through questionnaire regarding leadership, their perceived The results indicated where dimensions above average evaluated higher. We also found higher innovation...

This study aims to explore the understanding and actualization of teacher leadership among teachers principals in school development process. Teacher is considered a powerful concept by providing with opportunity contribute sustainable supporting professional their colleagues improving teaching practices. Semi-structured interviews were conducted five Estonian schools sixteen principals. Deductive inductive approaches applied data analysis. Three analysis themes used: 1) characteristics...

The purpose of this study was to find out what current challenges successful principals in Estonia and Finland identify developing their schools. strategies used dealing with these were also analyzed within the framework “growth-mindset pedagogy” as an educational approach school leadership. interviewed, resulting data by means both inductive deductive content analysis. similarities among differences between from compared discussed context high-achievement-oriented but culturally different...

Abstract The importance of students' learning to learn competence for academic achievement, as well their well‐being at school and in life, is increasingly emphasised by educators policy makers national curricula educational strategies. In an uncertain complex world, learners need become autonomous, be able analyse challenges apply knowledge different contexts, address tasks, create new knowledge. This article explores concepts approaches the development context education Estonia. First,...

This study aimed to identify the factors that foster a collaborative culture in school improvement process. Estonian schools are characterized by high degree of autonomy developing curriculum and choosing appropriate methods for its implementation. As result, some more successful, while others face difficulties improving their pedagogical processes. Six with lower performance indicators participated School Improvement Program 2021–2022. In each school, leaders teachers formed team together...

Kooli arengueesmärkide elluviimisel on oluline roll kooli õppekavaarendusel, kuid pole teada, kuivõrd organisatsiooni tegevusmustrid arengukava ja õppekava seoseid toetavad. Uuringu eesmärk välja selgitada, kuidas toetavad õppekavaarenduse eestvedamise rutiinid elluviimist. Uurisime, (1) millised õppekavaarendusega seotud arengueesmärgid; (2) mõistab juhtmeeskond elluviimisel; (3) koolis kujunenud. Seitsme juhtumiuuringu põhjal selgus, et arengueesmärkides domineerivad rakendamise eesmärgid...

This study investigates beginning teachers' relationships with their mentors as well the collaboration between teachers and colleagues after five years of practice.One important roles a mentor is to support other teachers.Authors investigated sustainability collaborative aspect induction program in order determine if continues work whether this extends colleagues.Openresponse questions were chosen for discovering aspects related continuity mentoring.More than half continue throughout...

This paper explores the Estonian novice teachers' learning and knowledge building (LKB) practices in extended professional community during induction programme using well-known conversion model. The assumption this study is that a participation facilitates their development. survey was conducted with 101 novices after programme. patterns of novices' LKB were explored. analysis showed to what extent may be formed year. practice among identified. We discovered many felt there insufficient...