Teacher Professionalism in Estonia: the Lost Paradise of Lifelong Professional Learning. 24.08.2023..pptx

Teacher Professionalism in Estonia:
the Lost Paradise of
Lifelong Professional Learning
Ene-Silvia Sarv
EERA NW1 Symposion
Thursday, 24/Aug/2023

On Content
Teacher professional learning
Key components of professionalism and self-
development
. New areas of CPD/LLL
• Revolutionary (?) changes in educational
reality (and ideal for my students, school, TCPD
in 3, 10, 20+ years ahead).
E-S Sarv 2023 2

Name Ene-Silvia Sarv
Expert of education; Estonian Forum of Education
Retired, former ass. Professor/lecturer, researcher, Tallinn University, Estonia
Contact,
e-homes
Tel: +372 5520449
enesilviasarv@gmail.com, enesilvia.sarv@mail.ee
Scribd: http://www.scribd.com/ene_silvias
Slideshare: http://www.slideshare.net/EneSilviaSarv
Moodle,
Areas of
competence
Philosophy and science of edcation - lecturer, researcher (typology of Estonian
schools and teachers, school as learning organisation, school climate, teacher
education and CPD, future studies, school-physics, curruculum, research
methodology etc). E-learning and teaching. Theory and practice of collective
thiking technlcs, use in education. Alternative pedagogies, esp waldorf-pedagogy.
Other
information
Teacher of physics since 1965; teacher education, CPD, curriculum development (high school
and university) since 1980; ed. research since 1987; university lecturer since 1981; school
inspector, supervisor etc. CPD - Emerson College (UK) 1991-1992, etc.
Organisaton and content development: Estonian school-physics movement ancl
development of programme, textbooks, CPD programmes etc 1987-1990; International
courses on Humanist Pedagogy “The Threshold” 1992-2002; co-convenor and convenor
EERA NW1 (Teacher CPD, learning for schools and leaders) since 2006.
Monographs (in Estonian): On democracy and humanism for teachers (1997), Estonian
school as seen by teachers (2008), etc.; more than 100 articles (scientifc), ca 30 supervised
MA thesises, ca 20 e-courses, editor of 3 international books.
Pilt

Abbreviations (here and in Est Ed literature):
• DL - Distance learning
• HL – hybride leaning (teacher with some students
working in classroom and at the same time via
Internet with students in home-isolation)
• EFE - Estonian Forum of Education (Eesti
Haridusfoorum, EHF), a non-governmental
organization founded in 1995.
•TE – teacher education, training
2023 E-S. Sarv 4

Educators CPD –
Dilemmas and Challenges
Ene-Silvia Sarv, Viive-Riina Ruus
Cadiz
18.-21.Sept. 2012
NW 1 Continuing Professional Development: Learning for
Individuals, Leaders, and Organisations

1988 – national ed. reform
conference
Around 1000 teachers and leaders from all over
Estonia had their reform conference in the biggest
auditoria in Tallinn.
The tiny old man from the back road asked to have 5
minutes to say some words.
So he stood there on the rostrum and said:
“Dear teachers. I am 92 and I am a student of
Johannes Käis seminary. I have been a teacher all
my life ... The main thing is – to love Your pupils!
Teaching and learning mean - to love. This is what
Johannes Käis did, and this is what is the most
important in all school renewal and every moment
in the classroom and outside it! Please!”
E-S Sarv 2023 6

E. Fromm:
There are 3 kinds of love …. One is – pedagogical
love
Teacher education and LLL, LLPL – has and
develops from central aspect – learning
pedagogical love.
Mechanistic, positivist, humane, ecological etc
approaches/models/paradigms include this
higher value
E-S Sarv 2023 7

The key - …
The concepts of “teacher education”, Lifelong
learning (LLL), Lifelong prpfessional learninng
(LLPL) underline curriculum development,
engagement of teacher-students into
research, reflective practice, cultural aspects.
But the healthy, positive, loving relationship is
the key.
And if we look at most of educ. research – it is
present, even if it is not announced.
Otherwise – this is just another business, …
E-S Sarv 2023 8

Some general aspects
E-S Sarv 2023 9

In Estonia we have/had:
• work experience "via the Internet", different e-
school platforms (ÕIS, e-kool/e-school, Stuudium
– all like class-journal + materials from tearchers),
• some platforms of textbooks and teaching
materials (Wise one in Your pocket, Maurus, e-
schoolbag, Opiq),
• a repository of teaching materials for schools,
vocational education, higher education,
• e-learning as part of teacher education
…
And a new “generation” of problems.
2023 E-S. Sarv 10

https://kultuurikoda.eu/ko
ngressi-ajakava/
Estonia enjoyed a
nationwide
well-developed,
regulated and funded
CPD model for
teacher LLL, LLPD
during the Soviet
epoch.
This was unic in Soviet
Union (and in the world)
Teachers/Educators Prof learning (1950-90ies)
Every (professional) teacher
has to have/take
• 4-week continous nationwide
course every 5 years
• Short (2-3 days) courses
(new textbook, workbook,
methods, equipement, etc.)
• Participate in subject
section/network
• Participate in school, region
PL (It incl subject, pedagogy,
philosophy, ideology, etc)

Teacher's Mental Models and Activity
(Professional Mastery)
… as it is exemplified in school (internship) and in university learning process.
(Exercise for TE an PTC): try to find/describe/name Your own aspects of Master
(make Your schema in portfolio).
E-S Sarv, 2020 12
View on subject - personal
philosophy of subject
View of student / human
development - personal
pedagogical philosophy
School Culture and School Development Environment
including teacher collaboration in the learning process and
development by key areas, curriculum and school development,
feedback and monitoring
Students’
learning -
reality
Teacher’s learning
(incl values - and
reflective learning)
Teaching-
educating
(vospitanie) in
reality
Child, pupil, student learning and development
Adopted views on
subject learning
Adopted Views for (Subject)
Teaching, Educating (incl
Developing General Compet.)

Recommendations => 2035
(state, school, research, etc. ) I
… b) School leaders and teachers
1) Think about how to create conditions for the
development of an independent learner (student,
teacher, parent, community)
2) For DistLearning you/we must educate and advise
parents on how to support their child's home
schooling/DL ….
3) Create learning community of/for all, support self-
organisation (team-work/-learning) for students,
teachers, parents
4) Balance the indoor and outdoor, individual and
social learning, minimize “screen-based” time.
2021-2023 E-S. Sarv 13

Recommendations => 2035
(state, school, research, etc. ) II
Know typologies of …. => work
according to developmental needs of
every group, individual
What are new competencies for
wellbeing, coping, future
Cultivate systems thinking
E-S Sarv 2023 14

Main changes (1950ies – 2020ies):
• a transition from the original Soviet top-down
organization to a needs- and demands-lead model,
• wide (“must”) participation in workng out school-
decelopment plan(s), school and subject curricula
• Schools’ (and teachers’) self-control
• a radical change of the learning-teaching
environment (technological developments!)
TPL as nationwide Teacher In-service training and
Prof. development Institut’s responsibility (70ies - end
of 80ies) –> universities and private Org and NGOs
(2020ies)
E-S Sarv 2023 15

Professional learning/development
Individual (books,
WWW)
Activities
- In formal school work
- In “hobby”education
(groups of interest in
school, interest-schools
etc
(incl together with
students)
Collaborative
Methods of
collaboration
Group-work methods
…
Participative
reseach and
reflection
E-S Sarv 2023 16

E-S Sarv 2023 17
1987-88 versus 2023

School-development (2020 – 2035)
workshop (PTG)
E-S Sarv 2023 18

Models of CPD (Est)
• Late (up to end of 1980s) (“Paradise”)
Life-long learning: national system of 5-year cycle + short
courses on actual themes. Ca < 90% involvement. + Teachers
had to visit one-another’s lessons and have reflection-
discussion; so – leaders.
• Contemporary
– Chaotic - depends on trends, trainers abilities and popularity,
will of teacher/headmaster not of educational/andragogical
needs; training for state-exams. Ca 30% involvement.
• Desired /needed CPD
– Co-operation & continuum of life-long PL system and
personal interests and needs. Full involvement of
stakeholders, teachers, parent … .
E-S Sarv 2023

New areas of CPD
• Methods of e-learning (e-modulas for independent
or group learning)
• Methods of collective/team knowledge creation and
knowledge management
– Organisational bees (mysletoloki/mõttetalgud)
– Rotators,
– other methods of organisation of thinking processes with intense
reflection
• Synthesised methods: different combinations of e-
environments + organisational bees (etc) +
pedagogical or educational-political knowledge
creation – simulations or practical outcomes;
widening of knowledge and skills.

Some rarely touched challenges
• Changing parentship and teacher-parent
relations
– more pedagogically un-educated parents, break
of generations-traditions in parentship
– Teacher-parent alienation (e-school, etc.)
– Less rights for teacher to influence family
environment
• De-culturisation of teachers
• Lack of futures

New dimension of CPD and education: futures
- as informed optimism
some approaches to implementation:
• The introduction of discrete units and modules on
futures into an existing curriculum program.
• The introduction of futures as a dimension of
existing subjects and curriculum foci.
• The re-conceptualisation of a school's modus
operandi according to a futures paradigm
• Change of mental models towards futures
dimensions in life and learning (incl via group-
methods)

Ideal?
In contemporary world of crisises and tecnological revolution,
The ideal seems to be complex –> some frame based on
/constructed of
life-stages (organic development/changes), personal
diversities, pedagogical and co-operation etc experience +
lot of free or/and environments’ connected
resolutions/practices7co-thinking +
multireflection(s)
Woldwide and national and school/organisation based
things/processese
+ flexible, selforganising or/and semiformalised co-
working/co-thinking
E-S Sarv 2023 23

Controversies
• Rhetorics sounds “right” < deeds might be quite opposite
• E-environmental diversities, freedom, multi-sources <
organisation of knowledge into systems of knowledge (need
for new qualities of personal knowledge management)
• “Decentralised centralisation” in education, incl a great part of
CPD
• Norming (official and hidden) – versus research and
knowledge based development, dynamic
• Acnowledged need for research and monitoring of CPD etc
> increasing lack of finances
• Professional frames (EU, Nation, Local, cultural) – versus
practices, learning environments, excpectations
(teachers/parents/pupils, society)

E-S Sarv, 2020 25
-0,5
-0,3
-0,1
0,1
0,3
0,5
Õpilaste koolirõõmud
Õpilaste hindehirmud
Õpilaste usk hindamise tõesusse
Õpilaste õnnelikkus, meelekindlus
Õpilaste heatahtlikkus
Õpilaste osalus õppe kavandamises
Õpilaste omavalitsuse olulisus
Õpilaste stressi-faktor - õpetaja
Õpilaste stressi-faktor - hinded
Õpilaste stressi-faktor - tervis ja isikl. probl.
Õpilaste stressi-faktor - kooli mat. baas
Õpetaja – õpilaste materiaalsete
probleemide teadvustamine ja mõju
Õpetaja – õpilaste hirmude teadvustamine
Õpetaja - kasvataja
Õpetaja - pedagoogilised vestlused
õpilastega
Õpetaja - tingimuste loomine arenguks
Õpetaja – õpilase arengu suunamine
Kool - tugi versus karistus
Kool – õpetajate orientatsioon tulevikule
Kool - info ja ruumide kasutus
Kool – veendumus kõrgekvalit. õpetamises
Kool - eneseusk
31-40a. 41-50a. 51-60a. üle 60a. kuni 30a.
Age difference <30/60+
-0,40
-0,30
-0,20
-0,10
0,00
0,10
0,20
0,30
0,40
Students` pleasure at school
St fears of exams
St beliefs in assessment
St happiness, fortitude
St goodwill
St-tch partnership in planning
St selfgovernment - role in school
Students` stress-factor - teacher
St stress-factor - grades, marks
St stress-factor - health, personal problems
St stress-factor - physical environment
Tch awareness of economical problems
Teachers` awareness of students` fears
Teacher as educator
Tch pedagogical conversations with students
Tch - conditions for st development
Tch - direction of st development
Sch - support versus punishment
Sch - tch consideration of futures
Sch - use of information and rooms
School`s belief in high quality of teaching
School`s self-confidence
Joint problemsolving and positive message for parents
31-40 y. 41-50 y. 51-60 y. over 60 y. up to 30 years
Teacher mental models – a foundation of
professionality.
Age/ped. experience difference ( < 30; > 60 years)

Organized thinking activities rarely used in
teacher education and CPD
In Western countries
• Brain-storming 1930
A.Osborne
• Think tanks 1945
• Open space - H.Owen 1985
• Edward de Bono
“6 thinking-hats” 1986
• Palo Alto Foresight Institute
1986
• WorldCafe 1995, etc.
Russia Estonia
• Organisational development bees
(ODB, OДИ - Systems thinking
activity games) G.Štšedrovitski 1979
• Estonian form of ODB 1982
• Rotator and other short forms
1982
• Longitudtional ODB 1979>1987-
1989
• Tsyclotron 2005 (Virtual,
Internet)
• Internet-based ODB 2009
• Virtual Open Development
Space 2012
(EURA-experience 2009-2012 and
onwards)

Ways to learn
• Observation
• Being observed
• Learning walks
• Conversations
• Staffroom ethos
• Reading
• Coaching/mentoring
• Pupils’ views, feedback
• Courses/conferences
• Learning
circles/communities (incl
virtual, FB, etc)
• Teamwork eg planning
• Teachers TV
• Action & participatory
research
• Networks
• New roles
• On-line communities
• Working with specialist
• Longer courses, MA
• Disseminating learning
• On-line : MOOCs and
distance courses over the
world
• ……

E-S Sarv, 2020 28
Vision and Strategy Estonian Education and society 2035
- individual unhindered learning-trajectors and an open
learning spaces /evironments (for institutional and unformal
education and lifelong learning)
Multi-environments, combination of: face-to-face, co-
operative, virtual, research, ... etc.
Integrated, symbiotic, holistic methodology of learning-
teaching (interactive integrated methodology, lecture is
“out”).

References
Linda Evans. What is teacher development, and how is it achieved?
Ontological and processual models. Paper presented at ECER 2008, University
of Gothenburg, within the symposium: Issues in European teacher development:
linking theory and practice (School of Education, University of Leeds, UK)
Sara Bubb, Peter Earley. From self-evaluation to school improvement:
the importance of effective staff development. ECER 2008. (Institute of
Education, University of London)
www.cfbt.com/evidenceforeducation/pdf/Self-evaluationReport_v4(W).pdf
Viive-Riina Ruus, Ene-Silvia Sarv. Educators CPD –
Dilemmas and Challenges. EERA, Cadiz, 2012. (Tallinn University, Estonia)
E-S Sarv, 2020 29

Ene-Silvia Sarv, 2006 3
0
Groupings. Age difference <30/60+

Ene-Silvia Sarv, 2006 3
1
Groupings – pedagogical rank (novice –teacher -
senior-teacher – master on methods)

Integrated/risome (?) model of
education – personal learning paths
and …
Feb. 2021. E-S. Sarv 32

Integrated/risome (?) model of
education – personal learning
paths and …
–Teacher’s new …. (workload, …)
–New competencies
–Curricular changes – school-home- …
co-operation, futures skills, ….
– Individual/personal learning paths (from
kindergarten children to retired elderly!)
–Open /boardless learning environment
Feb. 2021. E-S. Sarv 33

OPIQ – package “Teacher” in Est, Ru
E-S Sarv 2023 35

Analyzing Learning Flows in Digital
Learning Ecosystems
***Maka Eradze, Kai Pata, and Mart Laanpere: Tallinn University,
Estonia

***Digital Learning Ecosystem
• Ecosystem (biol.) is a community of living
organisms (plants, animals and microbes) in
conjunction with the nonliving components of their
environment (e.g. air, water, light and soil),
interacting as a system.
• DLE is an adaptive socio-technical system
consisting of mutually interacting digital agents
(tools, services, content used in learning process)
and communities of users (learners, facilitators,
trainers, developers) together with their social,
economical and cultural environment.
E-S Sarv 2023 37

Learning Styles
• Visual Learners - remember
images, shapes and colours
• Auditory Learners -
remember voices, sounds
and music
• Kinaesthetic - remember by
doing, moving and touching
E-S Sarv 2023 38

REPOSITORIES O F DLR
• E-koolikott or E-schoolbag https://e-koolikott.ee/ -
open for everybody
• EIS: Information System for Examinations or
Testings: https://eis.ekk.edu.ee/eis/lahendamine
• Opiq: https://www.opiq.ee/Search/Kits (avliable in
estonian and russian), students get account from
school and can use it for free
• ProgeTiiger repository: http://www.progetiiger.ee/

U N I V E R S I T I E S H A V E
• The repository of learning objects and e-course
materials managed by Information Technology
Foundation for Education http://www.e-
ope.ee/en/repository/
• University of Tartu: https://sisu.ut.ee/?lang=en
• TLU MOOCs:
https://platform.europeanmoocs.eu/provider.php
?ent=11
• UT MOOCs https://www.ut.ee/en/current-
students/moocs

I C T S U P P O R T F O R T E A C H E R S
• Most of the schools have educational technologist
(ET), but mostly not full-time
• ET helps teacher to prepare the lesson if ICT is
involved, assists during the lesson if needed
• Is responsible for testing and finding suitable digital
tools
• Conducts inner teacher trainings or discussions of
best practices

• What is the role of
technology today in general?
• Why could we use it in
education?
• What does ICT mean to
you?
• http://bit.ly/teched2019

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