SEARCHING FOR CONSTANT INNOVATION IN TEACHER EDUCATION CURRICULA: THE CASE OF ESTONIA

TitleSEARCHING FOR CONSTANT INNOVATION IN TEACHER EDUCATION CURRICULA: THE CASE OF ESTONIA
Publication TypeJournal Article
Year of Publication2014
AuthorsRuus, V-R, Timoštšuk, I
JournalProblems of Education in the 21st Century
Volume62
Start Page97-108
PaginationDiscontinuous
Date PublishedDecember/2014
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersICID: 1133474
Keywordsadaptive competence, curriculum design, Estonian education, practice in teacher education
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’s readiness to use professional freedom is modest, personal efficiency, job satisfaction, and students’ 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`s situated learning model and Engeström’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.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1133474
Refereed DesignationRefereed
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