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1

Values and Values Education in Estonian Preschool Child Care Institutions

100%
Ülavere P., Veisson M.
Journal of Teacher Education for Sustainability
|
2015
|
vol. 17
|
issue 2
108-124
EN
The objective of the study was to provide an outline of the values that principals, teachers and parents of preschool child care institutions consider important to be taught to children, and which activities, in their estimation, should be used to implement values education in child care institutions. A total of 978 respondents from all 15 Estonian counties returned the quantitative questionnaire, including 163 principals, 425 teachers, and 390 parents of preschool child care institutions. The statistical data analysis was applied to process the quantitative data obtained. The values that are more important to be taught to children, according to principals, include sense of humour as well as pride and inventiveness, whereas teachers value patience as a significantly more important value to be taught. Compared to principals, parents consider confidence and commitment more important, while, compared to teachers, parents consider it more important that kindergartens teach the importance of a good education. Values education in child care institutions takes place primarily in adherence to the relevant group’s rules in the course of everyday communication and activities. Personal role models are considered to be very important in values education.
2

Building Social Capital Through Home-School Cooperation

100%
Lukk K., Veisson M.
Journal of Teacher Education for Sustainability
|
2007
|
vol. 7
55-66
EN
The background to the study examines parental involvement in education as a form of social capital and focuses on how involvement may be developed through three dimensions of social capital: bonding, bridging, and linking. Both groups (students and parents) were surveyed using questionnaires. The data of two different studies have been used: a cross-sectional study carried out in sixty-five schools in Estonia and a study of a comprehensive school to introduce practical implementations of the findings. The results of the studies indicate a high degree of readiness for cooperation from both sides - parents and the school, even though their understanding of responsibilities slightly differ. Parents and teachers should have mutual power and influence regarding the child's education, although schools have to take the prime responsibility in organizing the cooperation process.
3

The Quality of Family Relations in Ensuring Sustainable Education

81%
Sakk M., Veisson M., Lukk K.
Journal of Teacher Education for Sustainability
|
2009
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vol. 11
|
issue 2
51-63
EN
Family research is crucially important to teacher education and training because it delivers important insights for understanding the conditions of students' socialisation. Changes in family life, like longer working hours of parents, actual loss of adult company in children's life, less time spent on family activities, have raised the question of quality in family relationships. The current article discusses the main aspects of parental practices: care, control and family activities. The study analysed how students and parents understand family care, joint activities, vision of future and the differences of their conceptions. Two ethnic groups - Estonian and Russian families were studied. The current study was based on a questionnaire, which was administered to 4372 students in grades 4 through 12 of secondary schools and 2405 parents. The results were analysed using χ2-test. The results revealed that students worry about their future coping at school and about finishing the school significantly more than parents. There are differences between two ethnic groups - Estonian and Russian: Russian families tend to have higher levels of care and control than Estonian families and relations between children and parents are closer in Russian families as well. The article provides teachers with useful information to work with families of different ethnic groups.
4

Developing Research in Teacher Education for Sustainability: UN DESD via the Journal of Teacher Education for Sustainability

81%
Pipere A., Veisson M., Salīte I.
Journal of Teacher Education for Sustainability
|
2015
|
vol. 17
|
issue 2
5-43
EN
This study marks the end of the UN Decade of Education for Sustainable Development that coincides with the 10th anniversary of the Baltic and Black Sea Circle Consortium on Educational Research (BBCC), and aims to analyse the research output performance of BBCC members and other scholars published in the Journal of Teacher Education for Sustainability (JTEFS) during this last decade. Using the methodology of bibliometric study and literature review, the authors describe the main bibliographic indicators of JTEFS and provide a qualitative and quantitative analysis of the research paradigms and their developmental changes in the papers published by JTEFS (2005ñ2014). The results of the study show that in general the journal has evolved in line with the advanced trends in educational research, research in teacher education, research in sustainability education and sustainability studies in higher education. The analysis of published papers indicates both the progress and issues of research in teacher education for sustainability. The authors conclude with some visionary insights into the further development of JTEFS and this research field in general.
5

Characteristics of Sustainable Changes for Schools

81%
Lukk K., Veisson M., Ots L.
Journal of Teacher Education for Sustainability
|
2008
|
vol. 9
35-44
EN
The article discusses some aspects of the concept of sustainable development and its educational manifestation - education for sustainable development. The concept of education for sustainable development is broadly accepted, but less attention has been paid to the extent to which innovations or changes are sustained over time, what characteristics or factors support their sustainability. The article introduces a model of six characteristics of sustainable changes in schools and changes concerning sustainable development in Estonian schools have been analyzed using qualitative research methods. The model consists of the following characteristics: depth, endurance, justice, diversity, conservation, and capital. According to the model, the positive changes in Estonian schools have been about the national curriculum, internal evaluation system as the basis for autonomy and self-management. The areas requiring greater change are justice or interdependence, diversity - respect for other people and the connections between formal and non-formal education as well as between schools and teacher training institutions.
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