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Teachers and Youth in Educational Reality


Edited By Airi Liimets and Marika Veisson

The first seven articles of the book provide an overview of how Estonian educational scientists, collaborating with colleagues from Finland and Sweden on one of the articles, have empirically studied the quality of learning environment, teachers’ professionalism and their perceptions of their own teaching as well as their professional role and students’ coping at school. When dealing with the educational reality, a wholeness-centred educational thinking is represented. Therefore, one of the articles is devoted to the question of how to define youth and interpret the development of the concept of youth. One article deals with creativity in relation to the social field. The last article compares the semantics of the concepts Paideía and lifestyle as expressions of the wholeness-centred educational thinking.
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Conceptualizing Teachers’ Professionalism: the Case of Estonian Lower Secondary Teachers


Krista Loogma


The aim of this article is to analyze and conceptualize the professionalism of Estonian teachers and explain what consequences the educational changes during the last 20 years have brought about for teachers’ professionalism. The article explores teachers’ professionalism, the concept of which has two aspects: social (the standing and position of a profession in society) and individual (such as knowledge, skills, and professional/classroom practices), referred to as professionality. The article is based on a secondary analysis of Estonian data from the TALIS 2008 survey, and empirically identifies clusters of teachers according to their professionalism. The analysis shows that teachers, representing different types of professionalism, at the same time can have different professionality orientations as well. In some cases, professionalism and professionality are in harmony, while in others they are not.

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