A5009664201- Creativity in Education and Neuroscience
- Art Education and Development
- Educational Methods and Teacher Development
- Early Childhood Education and Development
- Youth Development and Social Support
- Education, Leadership, and Health Research
- Child Development and Digital Technology
- Cultural Differences and Values
- Teacher Education and Leadership Studies
- Post-Communist Economic and Political Transition
- Educational Environments and Student Outcomes
- Motivation and Self-Concept in Sports
- Education, Achievement, and Giftedness
- Social and Cultural Dynamics
Tallinn University
2006-2022
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...
Abstract Context . Teachers’ creative self-efficacy (CSE), or personal beliefs about one’s own abilities to recognize and produce outcomes, is believed be one of the factors that support creativity in classroom connected general self-esteem. Objectives design In present paper, two studies were conducted map Estonian teachers’ CSE factors, attitudes towards are related it, as well how teachers transfer their into everyday activities classroom. first study, adaptation Rubenstein et al. (2013)...
The article presents the comparative results of research on 16-17 year-old Estonian adolescents’ and 9-12 children’s creative thinking in connection with their social environment. Creative has been defined through three components: fluency thought, originality flexibility thinking. aim empirical which this is based was, firstly, to find out whether there a between child’s parents’ profession, family’s economic status place residence; and, secondly, carry analysis two age groups, 9-12, 16-17,...
Teachers in Estonia are working a tense environment of conflicting expectations which, on the one hand, involves neoliberal approach to standards and, other, humanistic values education and well-being students. The purpose study was identify factors school climate which ensure both job satisfaction teachers students, analyse impact these teacher-student relationship. findings based results interviews with (n=40) students (n=39) student questionnaires (n=139) conducted four schools. who were...