@article {936,
	title = {SEARCHING FOR CONSTANT INNOVATION IN TEACHER EDUCATION CURRICULA: THE CASE OF ESTONIA},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {97-108},
	abstract = {The study addresses the tensions between the aims and objectives of global, national and local curricula and suggests solutions for mitigating these conflicts using the experience of Estonia as an example. In spite of the success of recent reforms and the good results of students in international comparisons, there are serious deficiencies: an Estonian teacher{\textquoteright}s readiness to use professional freedom is modest, personal efficiency, job satisfaction, and students{\textquoteright} motivation to learn is low: there are few outstanding performers. The aim of the study is to propose and analyse a teacher education curriculum innovation model for overcoming the problem. Adaptive model for curriculum design is presented where the predominant outcome-oriented approach was replaced and focus on teaching and learning processes was highlighted, the logic of design in curriculum development was implemented. A model for the practice component of teacher education, based on Wenger{\textquoteleft}s situated learning model and Engestr{\"o}m{\textquoteright}s expansive learning model, is in the focus. It is found that implementing this approach could encourage a development of standards and transform the attitudes of both students and teachers towards increased creativity and professional development. The implementation of the described curriculum innovation model enhances new type of learning and can generate new modules in teacher education curricula. 
  
},
	keywords = {adaptive competence, curriculum design, Estonian education, practice in teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.97},
	url = {http://oaji.net/articles/2015/457-1423570751.pdf},
	author = {Viive-Riina Ruus and Inge Timo{\v s}t{\v s}uk}
}
@article {425,
	title = {DESIGN OF THE CURRICULUM FOR CONTINUING EDUCATION OF ENGINEERING EDUCATORS AT TALLINN UNIVERSITY OF TECHNOLOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {87-96},
	abstract = {Curriculum development for continuing education of engineering educators has been of essential importance in Estonian Centre for Engineering Pedagogy. The curriculum has been completed in 2010. The newly designed curriculum makes scientifically-founded and practice-oriented teacher training possible. A three-staged methodology in curriculum design has been used. The proposed methodology for the course design starts with decisions on overall goals, learning objectives and intended learning outcomes. The design followed the model: Establish Qualification Profile, Establish Admission Quality, Define Course Content, Establish the Curriculum at Macro Level, Establish the Curriculum at Micro Level, Integrate the Curriculum within the University System, the syllabus and the model is described more closely in the article. Eight possible specializations have been proposed. As the required entrance qualification of the candidate is Master degree in engineering, it is assumed that the candidate has acquired a complete knowledge in engineering speciality on high level afore. The curriculum is based on IGIP (International Society for Engineering Education) Recommendations for Studies in Engineering Pedagogy Science and described in detail, being the only and the very first one in Estonia providing continuing education in Engineering Pedagogy for engineers. The first students will be admitted to the pilot study programme in 2011. },
	keywords = {continuing education, curriculum design, engineering education},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594595},
	author = {Hants  Kipper and Tiia R{\"u}{\"u}tmann}
}
@article {140,
	title = {ESTONIAN TECHNICAL TEACHER EDUCATION IN THE PROCESS OF TRANSFORMATION},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {117-125},
	abstract = {During the past 3 years curriculum development has been of essential importance in Estonian Centre for Engineering Pedagogy at Tallinn University of Technology. A three-staged methodology for curriculum design has been used. The proposed innovative methodology for the course design starts with decisions on overall goals, learning objectives and intended learning outcomes. The curriculum was designed according to the following model: Establish Qualification Profile, Establish Admission Quality, Define Course Content, Establish the Curriculum at Macro Level, Establish the Curriculum at Micro Level, Integrate the Curriculum within the University System. The new curriculum for technical teacher education on Master level was completed in 2006. Curriculum for technical teachers has been designed taking account of the most popular and perspective branches of industry in Estonia. Eight possible specializations have been proposed. As the required entrance qualification of the candidate is Master degree in engineering and professional experience for at least one year, it is assumed that the candidate has acquired knowledge in engineering speciality on high level. The curriculum is based on IGIP (International Society for Engineering Education) Recommendations for Studies in Engineering Pedagogy Science. The curriculum has been accepted and registered by Estonian Ministry of Education and Research. The curriculum is the only and the very first one in Estonia providing education in Engineering Pedagogy for technical teachers on Master level in the amount of 60 ECTS credits. The first students were admitted to the designed study programme in 2007. },
	keywords = {curriculum design, engineering pedagogy, technical teacher education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235361.pdf},
	author = {Tiia R{\"u}{\"u}tmann and J{\"u}ri Vanaveski}
}
@article {106,
	title = {FUTURE FOR SCIENCE AND ENGINEERING EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {9-17},
	abstract = {School educational systems on the threshold of millennium all over the Europe are experiencing radical changes. Deliberation, which generates this changes, is mostly oriented into balancing which competences (capabilities) should educational system develop with the students, so they can successfully perform roles, that can be expected during their life, and therefore to create their own prosperity.
 In this context it is exceedingly important to see curriculum aims 
 as global (and not as it happened at previous renovation; subjects dispersion). We have to think about a correlation of knowledge between the humanities, social sciences, natural sciences and technical fields and also their role (dimension) at forming entire personality for future grown. It is not possible to deny, that humanities, social sciences, natural sciences and their application: techniques are inseparable connected, because things are getting their practicability value (become logical) only in the field of application. (Foreign language, when or if we meet foreigner, mathematics, when we want to calculate something{\textellipsis}). Natural science knowledge gets its meaning in application (techniques), and therefore gets its market value {\textendash} that can led up to rise social welfare (prosperity). That however reflexively generates new impetus of society: art, culture, humanism{\textellipsis}The circle is joined or even better, a vertical spiral is released (Picture 1).
  it is highly important to use in this process methods, that{\textquoteright}s support such curriculum aims. In our research we proposed Problem-Based Learning (PBS). PBS was first established as part of the education of physicians in medical school over 40 years ago. Developed by Howard Barrows, this strategy has grown into an instructional approach which is finding success in elementary through high school. PBL is now a prominent strategy in many elementary schools through high schools.},
	keywords = {curriculum design, educational research, problem based learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392232723.pdf},
	author = {Boris Aber{\v s}ek}
}
