@article {345,
	title = {ADOLESCENTS{\textquoteright} TEST-RELATED EMOTIONS IN ESTONIAN SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {128-137},
	abstract = {Positive and negative emotional experiences play an important role in academic achievement settings. Students at school experience a variety of stress-related situations. A major type of stress-related situations is tests students are regularly confronted with.
 The purpose of this study was to compare test {\textendash} related emotions of students studying in schools with Estonian as the language of instruction and with Russian as the language of instruction and also compare the evaluations of students studying in mainstream classes to evaluations of students studying in special classes for learning and behavioural difficulties.
 This study assessed participants (N = 687) emotional experiences in academic settings when taking tests. We measured students{\textquoteright} positive emotions (enjoyment, hope and pride) and negative emotions (anger, anxiety, shame and hopelessness) (Academic Emotions Questionnaire [AEQ] Pekrun, 2000).
 Results showed that in academic achievement there were differences in grade, sex and class type level. In lower grades students reported significantly better marks than those in upper grade levels. According to our research test- related emotions differ between students studying in schools with Estonian as the language of instruction and with Russian as the language of instruction. That means those in Russian as the language of instruction reported significantly grater positive and negative emotions than those in schools with Estonian as the language of instruction. There was no significant difference in test- related emotions between regular classes and students in the classes for students with learning and behavioral difficulties.},
	keywords = {school achievement, test-related emotions},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916260.pdf},
	author = {Mai Normak and Leida Talts}
}
@article {123,
	title = {SUPPORT FOR THE DEVELOPMENT OF PROFESSIONALISM FOR STUDENT TEACHERS IN EARLY TEACHER TRAINING},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {184-194},
	abstract = {This paper by members of the Institute of Educational Sciences of the University of Tallinn (Estonia) describes the process and reports the results of an exploration of student attitudes to professionalism using interviewing and feedback as tools. The aim of the process was to encourage the use of reflection and self-assessment by students. The objectives were:
 1. To give students the opportunity to reflect on their understanding of the teaching profession in the modern world
 2. To give students a better understanding of the Teacher{\textquoteright}s Standard of Professional Competence of Estonia 
3. To give the researchers experience of feedback, e.g., how to conduct interviews and what to discuss 
4. To identify issues that requires the attention of the university pedagogues in order to sustain and develop the quality of teaching. 
The authors tested their proposal that the provision of teacher training students with feedback about their knowledge, skills and attitudes helps to develop a sense of professionalism. By assessing their performance with their supervisors, fledgling teachers can learn to measure progress according to accepted norms, both mechanistic and aspirational. The research described in this paper was done in November 2007. 
},
	keywords = {lifelong learning, professional growth, teacher professionalism},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234050.pdf},
	author = {Inge Timo{\v s}t{\v s}uk and Mai Normak}
}
