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Preschool and Primary Education


Edited By Jaan Mikk, Marika Veisson and Piret Luik

The studies in this volume explore a number of issues in education today. One paper reveals what actually motivates teachers to develop their career, another, how to teach primary teachers to talk about visual art. Children’s artworks were explored in one article to see how they relate to their adjustment to school. In another, a case study was successful in developing reasoning in primary school students. The measurement of mathematics achievement revealed no difference between Estonian speaking and Russian speaking schools. Performance-related goals were shown in another article to be associated with the self-concept of the students. The learning disabilities of children were analysed, and the production of narratives by children with language impairment. The analysis of aggressive behaviour in children in Estonia and Finland indicated gender and country differences in their behaviour.


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Kindergarten Teachers’ Assessments of the Opportunities for Development of Their Professional Career in the Context of Attestation Maire Tuul1, Tiia Õun, Kristina Nugin, Kaisa Kungus Tallinn University Abstract In 2009 an external evaluation by the Estonian Ministry of Education and Research was carried out in preschool establishments. This showed that most teachers had not been paying attention to their professional career development, a tendency that could prevent the practical development of preschool education. The main aim of the present study was to assess kindergarten teachers’ opportunities for development of their professional career in the context of attestation. The study was carried out in 2010 and 126 teachers participated. The most important factors that encourage teachers to improve their career are self- motivation and the desire for self-development. Factors that have hindered teachers’ professional career development are lack of time and the complexity of compiling teacher attestation documents. Keywords: kindergarten teacher, professional career development, teacher attestation Introduction The idea of what it means to be a teacher is undergoing development and being reconceptualised. Teachers feel the need to grow in their competencies; they want to transform experiences into thoughts, thoughts into reflections, and reflections into new thoughts and new actions (Edwards et al., 1998). In recent decades more attention has been paid within the field of pedagogical studies to the study of the teacher’s life and career. Research has been done into how teachers imagine their professional careers and how their career influences their lives (Goodson, 1992; Pomson, 2004). Factors shown...

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