Aino Ugaste

The role of emotions in student teachers’ professional identity

This paper presents findings of a qualitative interview study of the role of emotions in the professional identity of student teachers. Strong positive and negative emotions (mostly related to pupils and supervisors) were expressed about personal teaching experiences. The results confirm that emotions play an important role in social learning and, therefore, influence the development of professional identity. The two most important findings were that negative emotions exercised the strongest influence and that supervisors neglected the role of positive emotions as a support for learning. The study supports the concept that it is important for teacher educators to help student teachers understand their emotional experiences (focusing foremost on positive factors in their experience) and to develop the ability to express their own emotions in addition to understanding the emotions of others.

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

Broadening the role of teachers in curriculum development was among the fundamental objectives of educational reforms in the formerly communist Eastern Europe in the 1990s. The research done so far, however, calls into question the degree to which teachers perceive the relevant changes in curriculum and their new role. This article first describes the context of curricular changes in Eastern Europe and Estonia after the fall of communism. It then analyses Estonian pre-school teachers’ perceptions of national pre-school curricula utilized in two different eras: the late Soviet period and the period from 1999 to date in a sovereign Estonia. Data were gathered via semi-structured interviews. Thirty-one experienced teachers participated in the study. It was concluded that teachers generally apprehend the broadened meaning of the concept of curriculum and their augmented role as reflective curriculum makers and theorists. However, differences emerge between teachers’ perceptions of their new role and their readiness to adopt it. Regarding the reported generality and indefiniteness of the new national curriculum, teachers need more assistance for implementing the autonomy and self-responsibility imposed on them by the curriculum. A balance between self-responsibility and professional advice should be sought by both curriculum makers and teacher educators.

Teachers’ Views of Curriculum Policy: The Case of Estonia

Abstract Unlike in England, since the late 1980s the rhetoric of curriculum reforms has been overwhelmingly decentralist in many countries. However, decentralisation has often involved the delegation of centrally appointed tasks, rather than a real shift in power. The Estonian case demonstrates how a decentralised curriculum policy with centralised control can have the same de-professionalising effect on teachers’ perceived professional autonomy as does a system where both input and output are centrally controlled.

Perceptions of Estonian pre‐school teachers about the child‐centred activities in different pedagogical approaches

The aim of this study was to examine how teachers in the Step by Step and traditional kindergartens assess their child‐centred activities. 308 teachers participated in the study and a questionnaire was used. The results of the study showed that teachers in the Step by Step programme used a child‐centred approach more in their work than teachers in traditional groups. Assessments of the Step by Step teachers concerning the use of teaching strategies and creating a learning environment were statistically significantly higher than the results of traditional kindergarten teachers. Teachers in the Step by Step programme involved parents in children’s group activities more; they also supported children’s independence and choices. The findings of the study have educational implications on teacher training, implementation of the curriculum, and supporting teachers’ professional development. RÉSUMÉ: L’objectif de la recherche était de comparer la façon dont les enseignants de jardins d’enfants ‘Step by Step’ (‘Pas à Pas’) et les enseignants de jardins d’enfants traditionnels évaluent leurs activités centrées sur l’enfant. 308 enseignants ont participé à l’étude par questionnaire. Les résultats montrent que les enseignants ‘Step by Step’ utilisent davantage que les autres enseignants une approche centrée sur l’enfant. Les évaluations des enseignants ‘Step by Step’ concernant l’usage de stratégies d’enseignement et la création d’un environnement d’apprentissage sont, de façon significative, statistiquement plus élevées que celles des autres enseignants. Ils incluent davantage les parents dans les activités de la classe et encouragent aussi les enfants dans leur autonomie et leurs choix. Les résultats de l’étude ont des implications éducatives sur la formation des enseignants, sur l’application du curriculum ainsi que sur le soutien du développement professionnel des enseignants. ZUSAMMENFASSUNG: Im Rahmen der vorliegenden Untersuchung wurde analysiert, wie die LehrerInnen und ErzieherInnen des Kindergartens ‘Hea algus’ (‘Guter Anfang’) und der traditionellen Kindergärten ihre auf Kinder fokussierte Arbeit einschätzen. An einer schriftlichen Umfrage haben insgesamt 308 Personen teilgenommen. Es hat sich herausgestellt, dass die LehrerInnen des Kindergartens ‘Hea Algus’ kindbezogener arbeiten als die LehrerInnen der traditionellen Kindergärten. Die Statistiken belegen, dass die LehrerInnen des ‘Hea Algus’ sich mehr um verschiedene Lehrstrategien, um die Schaffung des passenden Lernmilieus und um aktive Mitarbeit der Eltern bemüht haben. Zudem haben sie die Selbstständigkeit der Kinder höher wertgeschätzt und ihnen mehr Freiheit bei Entscheidungen gelassen. An Hand dieser Untersuchung kann man behaupten, dass der Ausbildung der LehrerInnen und ErzieherInnen und der Umsetzung der Lehrpläne etwas mehr Aufmerksamkeit gewidmet werden muss; des Weiteren soll die professionelle Entwicklung der LehrerInnen und ErzieherInnen unterstützt werden. RESUMEN: El objetivo del presente estudio fue abordar la manera en que tanto profesores bajo el programa Un Buen Comienzo (Step by Step) como aquellos docentes de jardines de infancia convencionales, evalúan las actividades centradas en los niños. Para ello se realizó un cuestionario en el que participaron 308 profesores. Los resultados del estudio evidenciaron que aquellos profesionales bajo el programa Un Buen Comienzo usaban más a menudo actividades centradas en los niños, que profesores tradicionales. Asimismo los profesores del programa Un buen comienzo muestran resultados estadísticos más significativos que los profesores tradicionales, en lo que se refiere a la creación de estrategias educativas y de ambientes de aprendizaje, además de hacer en mayor medida hincapié en la participación de padres en tareas grupales, y en el apoyo de la libertad de movimiento y elección de los niños. Los resultados del estudio tienen implicación para la formación de profesores, la implementación de planes de estudios como también para el desarrollo profesional de los trabajadores de la enseñanza.

Identifying the problems that Finnish and Estonian teachers encounter in preschool

The purpose of this study is to describe Finnish and Estonian preschool teachers’ thoughts on the problems they encounter in their pedagogical work in the preschool context. The study involved interviews with 80 preschool teachers (40 in each country). The theoretical framework of the study is based on quality as a pedagogical phenomenon, whereby three interrelated dimensions are examined: structural, process and outcome quality. The data was analysed and interpreted phenomenographically. The teachers in both countries talked about problems, which connected mainly with structural and partly with process quality. Estonian teachers worried about insufficient co-operation between families and educational staff. The Finnish teachers mentioned difficulties in building stable partnerships with parents who were working intermittently and the equality of co-operation with their colleagues. It would be valuable to investigate preschool teachers’ problems in everyday work and how they solve them individually and in co-operation with their colleagues.