Teachers’ perceptions of the curricula of the Soviet and post-Soviet eras: A case study of Estonian pre-school teachers

Tuul, Maire; Ugaste, Aino; Mikser, Rain

doi:10.1080/00220272.2011.596225

Cited by 23 publications

(12 citation statements)

References 23 publications

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“…According to the Estonian National Lifelong Learning Strategy (Estonian Government, 2014), it is important to implement a teaching approach in schools that values and supports interpersonal processes and cooperation between both pupils and colleagues. However, not all teachers have adapted to these changes; on the contrary, some have altogether ignored them because their personal pedagogical beliefs and practices are grounded in former sociocultural norms and values incompatible with the principles of the updated curriculum (Loogma, Tafel-Viia, & Ümarik, 2013;Tuul, Ugaste & Mikser, 2011).…”

Section: Context Of Estonian Teachers' Beliefsmentioning

confidence: 99%

Beliefs about teaching held by student teachers and school-based teacher educators

Uibu

Salo

Ugaste

et al. 2017

Teaching and Teacher Education

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Teachers' beliefs about teaching goals and practices are influenced by several factors, including teaching and mentoring experiences. To identify which teaching goals and practices are preferred for the social and cognitive development of pupils, 112 student teachers and 73 school-based teacher educators were questioned. In contrast to teacher educators, student teachers consider the mechanical acquisition of knowledge and practices that support intrapersonal processes directed toward cognitive development to be a more effective goal, while teachers with mentoring experience prefer teaching practices that support pupils' social development. Knowledge about teaching-related beliefs is essential for promoting effective teacher training.

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Section: Context Of Estonian Teachers' Beliefsmentioning

confidence: 99%

Beliefs about teaching held by student teachers and school-based teacher educators

Uibu

Salo

Ugaste

et al. 2017

Teaching and Teacher Education

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“…Moreover, many of these Russian tasks are word problems, a long-standing tradition (Karp, 2006), with even second grade students being expected to "represent schematically the internal quantitative relationships in word problems, and to write equations that express these relationships symbolically" (Cai et al, 2005, p.8). In other words, the Polish teachers of this study, as predicted by Zawadowski (2009), privileged teaching approaches commensurate with those found in former Soviet satellites like Hungary (Andrews, 2003, Andrews andSayers, 2012), Estonia (Tuul, Ugaste and Mikser, 2011) and Russia itself, indicating that elements of the Soviet tradition persist nearly three decades after the fall of the Berlin Wall. This latter point seems particularly salient as both Ewa and, Dorata, who would have taught during the Soviet era, continue to espouse beliefs and mathematical values commensurate with those earlier times.…”

Section: Discussionmentioning

confidence: 80%

Polish teachers’ conceptions of and approaches to the teaching of linear equations to grade six students: an exploratory case study

Marschall

Andrews

2015

Research in Mathematics Education

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In this paper we present an exploratory case study of six Polish teachers' perspectives on the teaching of linear equations to grade six students. Data, which derived from semi-structured interviews, were analysed against an extant framework and yielded a number of commonly held beliefs about what teachers aimed to achieve and how they would achieve them. In general, teachers' aims were procedural fluency founded on students understanding the equals sign as a relational rather than an operational entity and the balance scale as a representation supportive of students' understanding of an equation as the equivalence of two expressions. The analyses also indicated that the ways teachers proposed to conduct their lessons, whereby they pose single problems for individual work before inviting whole class sharing of solutions, resonates with the didactical traditions found in other East and Central European countries previously influenced by the Soviet Union.

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“…Sama ilmnes Eesti üldhariduskoolide õpeta-jate uuringust (Erss et al, 2014). Eri vanuse ja haridustasemega õpetajate hinnangute võimalikele erinevustele viitab ka asjaolu, et lasteasutuste õppekava oli nõukogude perioodil, mil eakamad õpetajad tööle asusid, tänapäevasest oluliselt erinev -märksa detailsem ja ettekirjutavam, võimaldades erinevalt taasiseseisvumisjärgse aja õppekavadest edukalt töötada ka erihariduseta lasteaiaõpetajal (Tuul, Ugaste, & Mikser, 2011). Selle asjaolu erinev mõju eri vanuses õpetajatele põhineb omakorda nähtusel, mida Goodson, Moore ja Hargreaves (2006) tähistavad sõnaühendiga õpetaja nostalgia ning mis tähendab, et õpe-tajate uskumused, hinnangud ja arusaamad, mis on seotud hiljem kogetuga, põhinevad nende noorusajal, sageli aastakümnete eest aset leidnud olukordadel ja omaks võetud uskumustel.…”

Section: Sissejuhatusunclassified

The preschool teachers’ beliefs about children’s general skills according to the Estonian national curriculum: an added explanation to the causes of the “schoolification” of early childhood institutions

Neudorf¹,

Ugaste²,

Tuul³

et al. 2017

EHA

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AnnotatsioonViimase aja rahvusvaheline tendents alushariduses on koolistumine ehk õppe-ja kasvatustegevuse suurem sarnanemine üldhariduskooliga. See avaldub eelkõige õppimise esmatähtsustamises ja laste arengu pidevas hindamises. Paljude uurijate hinnangul põhjustab seda ühiskondlik surve tagada laste koolivalmidus ja alusharidusasutuste konkurents eri huvirühmade ootuste täitmisel. Uurimuse eesmärk on välja selgitada lasteaiaõpetajate uskumused riikliku õppekava üldoskuste väär-tuslikkuse ehk olulisuse kohta ning nende enesetõhususe hinnangud asjaomaste tegevuste leidmisele ja üldoskuste hindamisele. Ankeedis hindas 729 Eesti lasteaiaõpetajat koolieelse lasteasutuse riiklikus õppekavas (2008) esitatud üldoskuste olulisust ning nende omandamiseks vajalike tegevuste leidmise ja üldoskuste hindamise lihtsust. Uurimistulemustest selgub, et mänguoskusi kui senist alushariduse prioriteeti peetakse olulisimaks, ent tegevuste leidmisel ja hindamisel on lihtsam keskenduda tunnetus-ja õpioskuste kui traditsiooniliselt akadeemiliste oskuste valdkonnale. Laste üldoskuste arendamiseks vajaksid õpetajad koolitusi, mis oleksid seotud pigem tegevuste leidmise ja tulemuse hindamisega, mitte üldoskuste olulisuse teadvustamisega.

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Teachers’ perceptions of the curricula of the Soviet and post-Soviet eras: A case study of Estonian pre-school teachers

Cited by 23 publications

References 23 publications

Beliefs about teaching held by student teachers and school-based teacher educators

Beliefs about teaching held by student teachers and school-based teacher educators

Polish teachers’ conceptions of and approaches to the teaching of linear equations to grade six students: an exploratory case study

The preschool teachers’ beliefs about children’s general skills according to the Estonian national curriculum: an added explanation to the causes of the “schoolification” of early childhood institutions

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