Teacher's personality and professionalism.

Sonst. Personen	Mikk, Jaan (Hrsg.); Veisson, Marika (Hrsg.); Luik, Piret (Hrsg.)
Institution	Tartu Ülikool; Tallinna Ülikool; Europäische Kommission / Europäischer Sozialfonds; Investing in your future
Titel	Teacher's personality and professionalism.
Quelle	Frankfurt, Main: Lang (2010), 191 S.Verfügbarkeit
Reihe	Estonian studies in education. 2
Beigaben	grafische Darstellungen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	1868-744X
ISBN	3-631-61053-X; 978-3-631-61053-4
Schlagwörter	Empirische Forschung; Qualitative Forschung; Einstellung (Psy); Persönlichkeit; Selbstwirksamkeit; Eltern; Kindergarten; Kindertagesstätte; Elternmitwirkung; Lehrer; Lehramtsstudent; Lehrerausbildung; Schulpraktikum; Lehrerfortbildung; Junglehrer; Soziale Kompetenz; Unterrichtsmethode; Unterrichtssprache; Russisch; Bilingualismus; Estnisch; Arbeitsbedingungen; Beruf; Berufsanforderung; Professionalisierung; Internationaler Vergleich; Belastung; Kooperation; Professionalität; Estland; Finnland; Island; Niederlande; Portugal
Abstract	The papers in this collection analyse the professionalism of teachers in Estonia and neighbouring countries from several perspectives. Data from the OECD TALIS survey have been used to study the transformation of the teaching profession in recent years. As Estonia is bicultural, one paper deals with the transition to Estonian as the language of instruction in Russian-medium schools. Teacher professionalism is related to communication skills and this is also explored. It is generally accepted that teachers' beliefs guide them in their daily work, and so three papers deal with the professional self and self-efficacy beliefs among teachers. In addition, an adaptation of the Teacher Efficacy Scale to the Estonian context is presented. The professional experience of young teachers is analysed and a comparison of the school practicum in teacher training in the Netherlands, Estonia and Finland is explored. Finally, the stress that teachers experience has been studied along with the preferred strategies for coping. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/2