Teacher training - basic and specialist teacher training - Estonia

Teacher Training

Teachers are trained at higher education level; in some exceptional cases, vocational teachers are prepared at vocational upper secondary level as study programmes at higher education level are not available.

Teacher training includes three components:

- general education studies;

- study related to specific subject(s);

- professional study (education science, psychology, didactics and practical training)

A teacher-training curriculum consists of at least 40 credit points of professional study (educational science, psychology, didactics), including at least 10 academic weeks of pedagogical practice.  The teacher-training study programme of university teachers comprises of the mentioned professional studies (also including studies of adult education) to the extent of at least 4 credit points.

Students graduating in the 2003/2004 academic years are subject to ´on-the-job' qualifying phase. ´On-the-job' qualifying phase helps a novice teacher adapt to a school as an organisation as well as supports his or her professional progress and the development of his or her professional skills, and provides help in solving problems arising from the lack of experience.

Curriculum, Special Skills, Specialisation

Teachers on all levels are expected to achieve the following competencies:

- subject or professional and didactical competency;

- skills to create a secure environment of study and to develop the curriculum, to help create mutually supporting work relations between teachers and pupils;

- skills to see links between subjects and to realise the opportunities of cross-subject integration, to co-operate with other teachers;

- skills to manage study and education, also in heterogeneous groups, and to advise the pupils and their parents;

- knowledge on problems related to a multicultural learning environment, and ways to solve the problems;

- skills to use suitable methods of study and evaluation for learners with different needs and on different levels;


- an ability to detect disabilities in development, social disabilities and mistreatment, and react accordingly;

- an ability to create an ergonomic learning environment suitable for human capacities and activities;

- skills to communicate and express oneself, knowledge of Estonian and of foreign languages, and skills to use the opportunities provided by modern information and communication technologies;

- readiness to encourage and guide learners to participate in forming co-operative decisions and to represent him/herself, the institution and the pupils;

- readiness for teamwork and further professional development.

A special education teacher shall:

- recognise physical disabilities, mental disorders, disorders of cognitive development and emotional and behavioural problems as well as mistreatment of a person;

- apply methods and principles suitable in a case of physical disabilities, mental disorders, disorders of cognitive development, learning difficulties, behavioural problems and mistreatment of a person;

- initiate rehabilitation of persons with physical disabilities, mental disorders, disorders of cognitive development and emotional and behavioural problems as well as those suffering mistreatment;

- teach according to the simplified national curriculum for basic schools and the national curriculum for students with moderate and severe learning disabilities;

- advise teachers, social workers, parents or persons who substitute them and other persons who are in contact with the student in problems related to developmental and special need problems;

- be a trustworthy contact person for students in relation to the adult world.

In-service training

The framework of teacher-training requires that teachers’ participate in professional training for a minimum of 160 hours during every five-year period; for vocational teachers – a minimum of two months of professional training during every three-year period. The precondition for obtaining the occupational grade of senior teacher and teacher-methodologist requires also the participation in 160 hours of in-service training within the last five-year period.