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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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The Influence of Leadership on the Professionalism of Preschool Teachers in Estonia, Sweden and Finland


Tiina Peterson, Marika Veisson, Eeva Hujala, Anette Sandberg, Inge Johansson


The purpose of this study was to investigate how leadership influences preschool teachers’ professionalism. The sub-questions of the research were the following: how preschool teachers and principals understand leadership in a preschool childcare institution; how teachers implement the curriculum of a preschool childcare institution; what kinds of leadership skills are necessary in the work of a teacher. The study included interviews with 5 – 7 preschool principals and 5 – 7 teachers per country in Estonian, Finnish and Swedish preschools. The questions for the focus group interview were based on items from a previous study, where Estonian, Finnish and Swedish preschool teachers and principals answered a structured questionnaire about the professionalism of teachers. Results of the focus group interviews were analysed using a qualitative content analysis approach. The focus group interview results show that preschool teachers and principals place more importance on pedagogical leadership and human resource management than administrative leadership.

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