Main Content
Session Information
01 SES 05 A, Influences on CPD
Parallel Paper Session
Contribution
The purpose of the paper is to highlight some perspectives and dilemmas in CPD of educators in compulsory and high schools in Estonia especially connected to life-long learning, economical, political and cultural understandings and diversities. The main problems are identified as common for other countries/educational systems in EU and globally.
Life-long learning, economical and political aspects of educators CPD are somewhat controversial in discourse, official texts and in needs of changing environments and futures needs. The main controversy appears between creativity + application of contemporary learning sciences + futures needs and growing attempts for open or hided standardization, control and prescriptions on state level as well as globally.
Understandings and sensitivity in life-long learning and cultural needs, personal identities are very limited and so are the political views. This affects reality of CPD, curriculum and its implementation, co-operation between schools, universities/private sector and state. CPD models and diversities are often seen only as dilemmas by politicians and economists in neo-liberal political contexts.
The first research question focuses on how teachers, schools and the local educational society were and are involved in CPD, especially research based teaching-learning and development of a curriculum.
The second research question is dealing with political and economical aspects: how CPD was and is organised and regulated on state level – both by content and by financing. Political aspects of CPD can support or reject cultural understanding, cultural diversities and research in general and in the school context.
The third research question is dealing with educators involvement and cooperation between school, universities, NGOs, educational enterprises, governmental organs as well as other stakeholders and interest groups.
EU and global tendencies towards control and standardization are explained and viewed against challenges of new learning and futures demands.
Method
Expected Outcomes
References
Apple, M. W. (2006). Producing inequalities: Neoliberalism, neo-conservatism, and the politics of educational reform. In H. Lauder et al. (eds.), Education, globalization, and social change (pp. 468–489). Oxford: Oxford University Press. Conley, S., Glasman, N. S. (2008). Fear, the school organization, and teacher evaluation. Educational Policy, vol. 22, no 1, 63–85. Draper, J., Forrester, V. (2009). The Induction of Beginning Teachers in Scotland and Hong Kong: getting it right? Research in Comparative and International Education. Volume 4 Number 1. www.wwwords.co.uk/RCIE Evans, L. (2010). (Teacher professional development in England: contemporary problems and priorities. In Estonian.) In Ruus, V-R, Sarv, E-S. (Ed-s) (Teacher education. Situation and problems at the beginning of 21st century). Tallinn: TLU, 76-87. Haydn, T., Barton, R., Oliver, A. (2008). An Alternative Model of Continuing Professional Development for Teachers: Giving Teachers Time. International Education Studies. Vol 1/1. www.ccsenet.org/journal.html. Olssen, M., Codd, J., O’Neill, A.-M. (2004). Education policy: Globalization, citizenship and democracy. Sage. Ruus, V-R. (2010). Õpetajakutse mitmetasandiline ja -dimensiooniline mudel ning strateegilised sõlmpunktid. (Multilevel and multidimensional model of teacher education and its strategical … ) In Ruus, V-R, Sarv, E-S. (Ed-s) Õpetaja esmaharidus. Olukord ja probleemid 21. sajandi algul. Tallinn: TLU, 7 – 35. Ruus, V.-R., Veisson, M., Leino, M., Ots, L., Pallas, L., Sarv, E.-S., Veisson, A. (2007a). Students’ well-being, coping, academic success, and school climate. Social Behavior and Personality, 35 (7), 919–936. Sarv, E.-S. (2008). Õpetaja ja kool õpilase arengu toetajana. Õpetaja enesest ja koolist. (Teacher and school as supporters of student development. Teacher on her/himself and school.) Tallinn: Tallinn University. Sparks, D., Loucks-Horsley, S. (1989). Five Models of Staff Development for Teachers. Journal of Staff Development10, 4, 40-57. Wermke, W. (2011). Continuing professional development in context: teachers´ continuing professional development culture in Germany and Sweden. Professional Development in Education. Vol 37, Issue 5, 665 - 583.
Programme by Networks, ECER 2021
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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