<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nina  Raud</style></author><author><style face="normal" font="default" size="100%">Olga Orehhova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IN-SERVICE TRAINING OF TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE IN ESTONIA: MAPPING OF TRENDS AND OPPORTUNITIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">continuous professional development (CPD)</style></keyword><keyword><style  face="normal" font="default" size="100%">English language teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">in-service teacher training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1237101</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">75</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In-service training of teachers of English as a foreign language (EFL) is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers’ needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey results, a model of an in-service training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it is placed against the background of in-service teacher training provided in Estonia. The module could be included into in-service teaching training programmes not only in Estonia, but in a wider European context.   </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">194-203</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Anna  Džalalova</style></author><author><style face="normal" font="default" size="100%">Nina  Raud</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MULTICULTURAL COMPETENCE AND ITS DEVELOPMENT IN STUDENTS OF TEACHER EDUCATION CURRICULA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">multicultural competence</style></keyword><keyword><style  face="normal" font="default" size="100%">principles of multicultural education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1408532021.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">40</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">According to the Estonian State Integration Programme the system of education is considered to be one of the main areas of implementing the state integration policy. The main task of schools in Estonia is to support the feeling of belonging for permanent residents of the Estonian society by sharing common values and knowledge of the official language, and to create possibilities for understanding other cultures and establishing methods for cross-cultural communication with various ethnic groups.
 The purpose of the research is to study multicultural competence which is considered to be a key component of professional teacher education, as it is of interdisciplinary nature and comprises various aspects which contribute to the development of cognition, personality and professional activities. The research, conducted among students into the level of development of their multicultural competence, has revealed that Narva College students have a positive ethnic identity and quite a high degree of tolerance, which testifies to the positive attitude to their own and other cultures and students’ readiness for intercultural communication.
 To support the development of multicultural competence in students there has been devised a programme based on such educational components as the comprehensive knowledge of research methods and practices in multicultural education; formation of positive respectful attitude towards native and other cultures; development of skills to support culture-centred education and effective cross-cultural communication; and with inclusion of professional pedagogical activities being based on the humanistic approach and efficient pedagogical interaction.
 The research covers key points of how the principles of multilingual and multicultural education are realised in everyday teaching practices to achieve corresponding learning outcomes.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">65-74</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nina  Raud</style></author><author><style face="normal" font="default" size="100%">Anna  Džalalova</style></author><author><style face="normal" font="default" size="100%">Katri  Raik</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PLURILINGUALISM IN TEACHER EDUCATION FOR MULTICULTURAL SCHOOLS AND KINDERGARTENS IN ESTONIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">multiculturalism</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406541722.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">32</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Plurilingualism as the principle and the aim of education policies presupposes that all teachers know several languages, are aware of particularities of multicultural educational environments and can apply methodology of content and language integrated learning. This paper will discuss how these principles of plurilingualism are realized in teacher education in Estonia which is a multicultural country inhabited by representatives of more than 100 ethnicities with Estonians being the title nation. The Russian language is spoken by almost 30% of the 1.3 million population of the country. Such an ethnic and linguistic composition of the society puts forward a number of challenges for the Estonian system of education – to its system of general education with 20% of it working in Russian, to tertiary education and to teacher education in particular. One of the ways of meeting the requirements set to plurilingual teacher education is the implementation of a trilingual teacher education model with the focus being placed on content and language integrated learning (CLIL) and with language immersion being a part of it. By analyzing various aspects of the model the authors will present the advantages and challenges of its realization. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">113-120</style></section></record></records></xml>