Session Information
01 SES 12 A, Teacher Professional Learning and Development (PLD) in Europe (Part 3)
Symposium continued from 01 SES 11 A
Contribution
In Estonia, the current success in education (i.e. PISA) is a result of long-term systemic work on curriculum development, teacher initial education, continuing professional learning. and the preparation of futures scenarios of national and educational development. The concepts of “teacher education” and Lifelong learning (LLL) underline curriculum development, engagement of teacher-students into research, reflective practice and cultural aspects. Estonia enjoyed a well-developed and nationwide regulated and funded CPD model for teacher LLL during the Soviet epoch. After regaining independence, the locus of governance of the system started to move itself towards schools and teachers. Expected Teacher competencies depend on the teacher qualification (beginner, teacher, Master Teacher, etc.) and include PLD mastery and e-learning/teaching. Teacher professionalism includes also self-development, ethics and social skills. The main changes in Estonian teacher lifelong professional learning (LLPL) model are: a transition from the original Soviet teaching/pedagogical organization to a needs- and demands-lead model, and a total change of the learning-teaching environment as result of technological developments. The pandemic period appears to be a good accelerator of processes and models, leading to develop pervasive practices, whose impact is already visible in Estonian schools.
References
Sarv, E.-S. (2014). A Status Paper on School Teacher Training in Estonia. Journal of International Forum of Educational Research, http://ejournal.ifore.in Vol.1 No.2 July-December 2014 ISSN: 2349-2708 Sarv, E.-S.; Krabi, K. (2015). INNOVE Report on the Results of the Visit to Georgia July 27–August 7, 2015 and Recommendations on Teacher Training: Report to UNICEF-GEORGIA. 81 pp. Sarv, E-S., Krabi, K. (2015). Perspectives on Teacher Education: core issues through virtual learning experience. (Virtual learning site.) Tallinn: Foundation INNOVE. http://kristiinakrabi.wix.com/teachereducation Sarv, E-S., Rõuk, V. (2020). Estonian Curriculum: Becoming Independent, in Kesture, I., Sarv, E-S., Stonkuviene, I. (Eds.) Pedagogy And Educational Sciences In The Post-Soviet Baltic States, 1990–2004: Changes And Challenges, Riga, University of Latvia, pp. 84-101. https://doi.org/10.22364/bahp-pes.1990-2004.05
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