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. 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 Žon-the-job' qualifying phase. ŽOn-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 of 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 multicultural learning environment, and ways to solve the problems;
- skills to use suitable methods of study and evaluation for learners of different preparation, level and needs;
- an ability to detect disabilities in development, social disabilities and mistreatment, and react adequately;
- an ability to create an ergonomic learning environment that fits human capacities and activities;
- skills to communicate and to express oneself, knowledge of Estonian and of foreign languages, and skills to use the opportunities provided by modern information and communication technologies;
- readiness to guide learners to participation in forming co-operative decisions and to represent himself of herself, the institution and pupils;
- readiness for teamwork and further professional development.
A special education teacher shall:
- recognize 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 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 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 trustworthy contact person for student in relations with the world of adults.
In-service training
The framework requirements of teacher's training establish the obligation for teachers to pass a minimum 160 hours of professional training during every five-year period; for vocational teachers a minimum two months of professional training during every three-year period. The precondition of getting occupational grade of senior teacher and teacher-methodologist is also passing 160 hour in-service training during last five-year period.
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