Educators' Impact on Teaching Quality and Student Learning

Aigi Piirimees Military Academy Aigi Piirimees Academy Estonian Estonian Military

Focus Integration Teamwork Creative Key Ability Focus on Integration of Teamwork Creative and Key competences Ability to on the the learner of different learner different subjects subjects and and fields fields and critical competences to solve critical thinking thinking solve problems problems

The entire educational process: the selection of content, selection of teaching methods, development of instructional objectives, and interaction with the learners is influenced by the educators beliefs. (Boone et al., 2002) Teachers teaching philosophy is clearly connected with the quality of teaching, which in its turn is considered to be one of the most important factors influencing students learning. (Leijen, 2019)

Changes in the labour market market Changes in the labour Subject knowledge and Subject knowledge and skills skills Leadership and organisation of school life school life Leadership and organisation of Self-fulfilment Self-fulfilment Learning skills Learning skills Social changes changes Social Physical, mental and social learning environment environment Physical, mental and social learning Learning content and approach to learning learning Learning content and approach to LEARNER S DEVELOPMENT DEVELOPMENT LEARNER S Collaborative skills skills Collaborative Openness Openness Technologica l development Technological development Self-regulation Self-regulation Lifelong learning learning Lifelong Teacher training Teacher training Political choices choices Political Subjective well- being being Subjective well- Changing demand for education education Changing demand for Learning objectives objectives Learning Broader goals Broader goals School culture School culture Approach to learning, reasons for changing it, factors supporting changes in school culture, objectives and the broader goals of the changes Approach to learning, reasons for changing it, factors supporting changes in school culture, objectives and the broader goals of the changes The figure is based on the article: Heidmets, M., Eisenschmidt, E., Poom-Valickis, K. (2017). pik situs: teooriad, uurimused, m tmine. Anal tiline levaade

Changes in the labour market market Changes in the labour Subject knowledge and Subject knowledge and skills skills Leadership and organisation of school life school life Leadership and organisation of Self-fulfilment Self-fulfilment Learning skills Learning skills Social changes changes Social Physical, mental and social learning environment environment Physical, mental and social learning Learning content and approach to learning learning Learning content and approach to LEARNER S DEVELOPMENT DEVELOPMENT LEARNER S Collaborative skills skills Collaborative Openness Openness Technologica l development Technological development Self-regulation Self-regulation Lifelong learning learning Lifelong Teacher training Teacher training Political choices choices Political Subjective well- being being Subjective well- Changing demand for education education Changing demand for Learning objectives objectives Learning Broader goals Broader goals School culture School culture Approach to learning, reasons for changing it, factors supporting changes in school culture, objectives and the broader goals of the changes Approach to learning, reasons for changing it, factors supporting changes in school culture, objectives and the broader goals of the changes The figure is based on the article: Heidmets, M., Eisenschmidt, E., Poom-Valickis, K. (2017). pik situs: teooriad, uurimused, m tmine. Anal tiline levaade

Participants 4 English teachers, 1 Russian and English teacher, 1 French and English teacher Interview Preparing and conducting lessons, organising independent work, assessment, giving feedback Questionnaire Teaching practices What promotes or inhibits their application

Students in the planning process Flexible course plans Knowledge is constructed together with students Varying teaching methods Collaborative skills Group work Peer assessment Self-regulation Shared responsibility

Boone, H. N., Gartin, S. A., Wright, C. B., Lawrence, L. D., & Odell, K. S. (2002). Adult Education Philosophies Practiced By Agricultural Education Teachers In Pennsylvania, Virginia, And West Virginia. Journal of Agricultural Education, 43(3), 37 48 Estonian Lifelong Learning Strategy 2020 https://www.hm.ee/sites/default/files/estonian_lifelong_strategy.pdf Heidmets, M., Eisenschmidt, E., Poom-Valickis, K. (2017). pik situs: teooriad, uurimused, m tmine. Anal tiline levaade https://dspace.ut.ee/bitstream/handle/10062/55716/Opikasitus_Kirjanduse_ylevaade_TLY.pdf?seque nce=3&isAllowed=y Leijen, . (2019). li Leijen: mis teeb petaja edukaks k rgem vaimne v imekus, p hjalikud teadmised v i motiveeritus? https://heureka.postimees.ee/6674209/ali-leijen-mis-teeb-opetaja- edukaks-korgem-vaimne-voimekus-pohjalikud-teadmised-voi-motiveeritus Postareff, L. and Lindblom-Yl nne,S. (2008) Variation in teachers descriptions of teaching: Broadening the understanding of teaching in higher education. Learning and Instruction 18 (2008) 109-120. https://sisu.ut.ee/sites/default/files/opikasitus/files/postareff_lindblom- ylanne_2008._variation_in_teachers_descriptions_of_teaching.pdf The approach to learning and how it is changing Explanation of objective 1 of the Estonian Lifelong Learning Strategy 2020 https://edutech.mii.lv/wp-content/uploads/2018/11/New-learning- paradigm.pdf