Teachers’ Views of Curriculum Policy: The Case of Estonia

Erss, Maria; Mikser, Rain; Löfström, Erika; Ugaste, Aino; Rõuk, Vadim; Jaani, Juta

doi:10.1080/00071005.2014.941786

Cited by 28 publications

(19 citation statements)

References 33 publications

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“…Since regaining independence from the Soviet Union in 1991, Estonia and other former Soviet Eastern European countries have undergone major social, political and economic transformations that have substantially affected education and teachers (Cerych, 1999). Among the consequences of these transformations have been an enormous growth in teacher autonomy as a declared policy aim, but also a rapid increase in teacher responsibility for centrally defined learning outcomes of their students, which has generated a feeling of excessive external control and insecurity among teachers (Erss et al, 2014;Mikser et al, 2016). This insecurity may have caused teachers to consider "moonlighting" as a way of decreasing the risks of being stigmatized or left unemployed.…”

Section: Estonian Contextmentioning

confidence: 99%

Teachers with Multiple Jobs: A Preliminary Typology on the Basis of Estonian Teachers’ Life Stories

Teder¹,

Mikser²

2019

edupij

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In many fields, the percentage of professionals having one or more jobs in addition to their full-time primary job is increasing worldwide. With numerous members earning relatively modest salaries, teachers are a professional group among the most affected by this tendency. Traditionally, "moonlighting" (the commonly used term for having an additional job) is considered to be highly problematic in terms of a teacher's ability to fulfil their teaching responsibilities. However, little attention has been paid to the potential that "teacher-moonlighters" could have in contributing to school life by using their out-of-school work experience. This article introduces a small-scale narrative study with teachers from Estonia and proposes a preliminary typology of teachers having multiple jobs. Providing examples from narrative life history interviews, it is argued that certain types of teachers have the potential to enrich school life. Two dimensions appeared to be most indicative for categorizing teachers with multiple jobs: "permanence" and "self-actualization through multiple jobs." The researchers argue that these dimensions are promising for further discussion of teacher career patterns in which multiple jobs can be seen not as obstructive, but as contributing to teachers' professionalism.

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Section: Estonian Contextmentioning

confidence: 99%

Teachers with Multiple Jobs: A Preliminary Typology on the Basis of Estonian Teachers’ Life Stories

Teder¹,

Mikser²

2019

edupij

Self Cite

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“…Certainly, teachers play a vital role in the education change process, with many arguing unsuccessful reforms are a reflection of teacher’s attitudes (Kennedy, 2005): their fixed habits and sense of security in the familiar, their failure to recognise the need for change, their previous experience with unsuccessful educational reforms, and perceived threats to their expertise, power and social relationships (Zimmerman, 2006). Other studies (Erss et al, 2014) reveal teachers administer reform based on their perceptions of what is considered important. During communist Soviet pedagogy, many Estonian pre-school teachers developed a hidden personalised curriculum among the strict regimes prescribed, including those elements personally considered necessary whilst meeting components of the written curriculum.…”

Section: Literature Reviewmentioning

confidence: 99%

Early childhood educators’ perceptions of the Australian Early Years Learning Framework (EYLF): Engaged professional learners

White

Fleer

2019

Australasian Journal of Early Childhood

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Educational change is dependent on the practices and perceptions of educators. Yet efforts to sustain teacher’s adoption and implementation of reform packages often deteriorate over time. Monitoring educators’ engagement across the reform process, and making adaptions to reflect key findings, is central to successful implementation. This cultural–historical study explored trends in early childhood educators’ perceptions of an Australian nation-wide educational reform, making recommendations based on the findings. Results from the Baseline Evaluations of the Early Years Learning Framework (EYLF) represented the initiation phase, whilst an online questionnaire explored educators’ attitudes and concerns four years on. Data analysis included a thematic and content analysis where the dialects of everyday concepts and scientific concepts helped give meaning to the clusters found. Whilst findings show an overall positive orientation towards the EYLF, concerns are evident at both moments in time. Although this initially suggests educators have not progressed in their implementation of the framework, a theorisation of the results suggests educators are seeking effective means of transforming professional concepts of the EYLF into practice.

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“…Because teachers and principals are mediators between the curriculum and students, they were selected to be respondents in the survey assessing the implemented curriculum. Studies show that if these key agents do not approve or accept a reform proposed, the latter will not be implemented to the extent originally planned [Erss et al 2014;Spreen 2004;Livingstone et al:7].…”

Section: Doi: 1017323/1814-9545-2019-3-77-100mentioning

confidence: 99%

Integration of Schools in Latvia and Estonia Using Curriculum Reforms

Евгеньевна¹

2019

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This article investigates into the reform of national school curriculum in Russian-language schools in Latvia and Estonia. We assess how well the reform-related regulations have been integrated into everyday schooling practices and reflected in educational outcomes in order to measure the success of the education reform in terms of curriculum acceptance and PISA result improvements. The study exploits the situation of natural experiment that followed the collapse of the Soviet Union, with countries that used to have a common education system taking different reform paths and achieving different outcomes. National school curriculum is analyzed at three levels: as intended (stipulated in documents), as implemented (taught by school teachers), and as attained (re

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Teachers’ Views of Curriculum Policy: The Case of Estonia

Cited by 28 publications

References 33 publications

Teachers with Multiple Jobs: A Preliminary Typology on the Basis of Estonian Teachers’ Life Stories

Teachers with Multiple Jobs: A Preliminary Typology on the Basis of Estonian Teachers’ Life Stories

Early childhood educators’ perceptions of the Australian Early Years Learning Framework (EYLF): Engaged professional learners

Integration of Schools in Latvia and Estonia Using Curriculum Reforms

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