<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><p>The expectations of teachers' role image have altered due to the quick changes in Estonian post-socialist society. Class teachers graduate from Tallinn University with a basic knowledge of teaching and readiness for continuous learning and self-development through daily work aimed at developing their professional competence. Teachers' 5th Professional Standard has been accepted to regulate teachers' work in Estonia. Participation in educational life fosters self-development and shapes professional and individual identity. Teachers' professional standard can guide teachers in assessing their own professional skills, including essential competence such as planning and guiding, creating the learning environment, motivating learning, co-operation, communication, and self-analysis. The research problem is: how do the teachers assess their professional skills? The data have been gathered using educational-ethnographic essay and a questionnaire clarifying the correspondence of teachers' professional skills to the standard of professional competence. The research is located within the qualitative paradigm. The highest value was attributed to the skill to consider the individual differences of each child and command of versatile teaching methods. The further development is needed in areas of sharing one's thoughts and experience with colleagues and parents' involvement in co-operation.</p></abstract>

The expectations of teachers' role image have altered due to the quick changes in Estonian post-socialist society. Class teachers graduate from Tallinn University with a basic knowledge of teaching and readiness for continuous learning and self-development through daily work aimed at developing their professional competence. Teachers' 5th Professional Standard has been accepted to regulate teachers' work in Estonia. Participation in educational life fosters self-development and shapes professional and individual identity. Teachers' professional standard can guide teachers in assessing their own professional skills, including essential competence such as planning and guiding, creating the learning environment, motivating learning, co-operation, communication, and self-analysis. The research problem is: how do the teachers assess their professional skills? The data have been gathered using educational-ethnographic essay and a questionnaire clarifying the correspondence of teachers' professional skills to the standard of professional competence. The research is located within the qualitative paradigm. The highest value was attributed to the skill to consider the individual differences of each child and command of versatile teaching methods. The further development is needed in areas of sharing one's thoughts and experience with colleagues and parents' involvement in co-operation.

Teachers' Self-Assessment of Their Professional Skills According to the Teachers' Professional Standard

Journal of Teacher Education for Sustainability

The expectations of teachers' role image have altered due to the quick changes in Estonian post-socialist society. Class teachers graduate from Tallinn...

Teachers' Self-Assessment of Their Professional Skills According to the Teachers' Professional Standard

Published Online: May 04, 2009

Page range: 14 - 24

DOI: https://doi.org/10.2478/v10099-009-0009-2

Keywords
teacher, teachers' standard of professional competence, professional identity

This content is open access.

Teachers' Self-Assessment of Their Professional Skills According to the Teachers' Professional Standard

Published Online: May 04, 2009

Page range: 14 - 24

DOI: https://doi.org/10.2478/v10099-009-0009-2

Keywordsteacher, teachers' standard of professional competence, professional identity

This content is open access.

Keywords
teacher, teachers' standard of professional competence, professional identity