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Direct linkÄli Leijen; Margus Pedaste; Liina Lepp – European Journal of Teacher Education, 2024
Teacher agency has been explored in many studies in different contexts, however research on supporting agency is somewhat limited. In this study, we aimed to support teacher agency in a collaborative inquiry-based in-service course developed based on the ecological model of teacher agency and earlier empirical studies. We conducted a study among…
Descriptors: Professional Autonomy, Teacher Education, Inquiry, Teacher Collaboration
Eve Eisenschmidt; Kaija Kumpas-Lenk; Kätlin Vanari; Helen Arus; Karina Ivanova – Journal of School Leadership, 2024
This study aimed to identify the factors that foster a collaborative culture in the school improvement process. Estonian schools are characterized by a high degree of autonomy in developing the school curriculum and choosing the appropriate methods for its implementation. As a result, some schools are more successful, while others face…
Descriptors: Educational Improvement, School Culture, Organizational Culture, Cooperation
Merilyn Meristo; Tuuli Oder; Karola Velberg – Paedagogica Historica: International Journal of the History of Education, 2024
The Soviet period is described as a highly centralised top-down system where schools and teachers had little to say about managerial topics. Instead, change was initiated by the resolutions and decisions of the Ministry of Education. This article aims to shed light on the establishment of Foreign-Language Subject Councils in Soviet Estonia in the…
Descriptors: Second Language Learning, Second Language Instruction, Foreign Countries, Language Teachers
