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Descriptors:
Educational Policy; Curriculum Development; Foreign Countries; Educational Change; Educational Innovation; Educational Trends; Teaching Experience; Phenomenology; National Curriculum; Institutional Autonomy; Educational Development; Social Change; Interviews; Program Attitudes; Teacher Attitudes; Politics of Education; Semi Structured Interviews; Teacher Response; Organizational Change

Abstract:
This article analyses teachers' experience in the period of educational change in Estonia from 1989 to 2010. We review the introduction of the new national curricula and national exams. We show how, in the teachers' experience, the period of change can be divided into two distinct periods. Firstly, the period of freedom and chaos in the early 1990s and, secondly, the period of tightening regulations and decreasing autonomy after the introduction of the national exams in 1997. Based on life history interviews with 24 teachers, we identify seven different responses to educational innovation. We assume that for a new educational policy to be successful, or to create social innovation, it has to be accepted by teachers not only on the regulative level but also on the normative level of values and social roles. We look at which of these responses can be classified as social innovation and assess the usefulness of the theory of social innovation in education studies. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Models; Teacher Evaluation; Teacher Competencies; Vocational Education; Context Effect; Faculty Development

Abstract:
A lack of common criteria for comparing education and training systems makes it difficult to recognise qualifications and competences acquired in different environments and levels of training. A valid basis for defining a framework for evaluating professional performance in European educational and training contexts must therefore be established. In this context, the TEVAL project presents a proposal for an evaluation model applied to teaching and training competences. The model is based on a common competence framework and on a holistic concept of the theoretical principles that justify the evaluation process, bearing in mind professional development and system regulation--the Close Evaluation Model. (Contains 2 tables, 1 figure, 5 footnotes, and a bibliography.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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