Abstract
Since the restoration of independence in Estonia in 1991, much has changed with regard to vocational education and training (VET). Radical social and economic developments took place in the early 1990s and in subsequent years, VET was significantly influenced by the educational policy of the European Union (EU). VET teachers are viewed as key actors in implementing changes, solving problems and achieving goals in vocational education. The focus of this research is how VET teachers themselves experience and interpret changes in their work and how they cope with changes. A qualitative research strategy is adopted along with a phenomenological approach. Semi-structured interviews were conducted with nine long-serving VET teachers. In the study, eight main themes of change and various activities for coping with change were identified. One of the most significant changes relates to the students. We can conclude that the work of Estonian VET teachers has become increasingly complex, as the variety of tasks and what is required of them primarily relates to growing societal changes. To some extent, the tendencies that can be observed among Estonian VET teachers are also observable internationally in countries with different historical backgrounds. Although the sample is limited and we cannot generalise the results for all Estonian VET teachers, the emerging pattern of professionality indicates some substantial trends. In addition, these findings can help inform future research in or contribute to comparisons with different countries.
Highlights
Since the restoration of independence in Estonia in 1991, much has changed with regard to vocational education and training (VET)
The aim of this article is to understand what kinds of meanings VET teachers attribute to the multiple changes that have occurred in VET over the last two decades, how they have responded to them and what are/have been the consequences for teacher professionality
The aim of this study was to understand the meanings VET teachers have attributed to the changes that have occurred in VET in Estonia over the last two decades, and to understand how VET teachers have experienced and responded to the changes in their work and how the changes have affected teacher professionality—the beliefs, procedures, methods, work practices and other attributes of their professionality
Summary
Since the restoration of independence in Estonia in 1991, much has changed with regard to vocational education and training (VET). Sirk et al Empirical Res Voc Ed Train (2016) 8:13 globalization and Europeanization create integrative trends that influence the work of teachers and manifest themselves through the “global governance of teacher professionalism”, as well as through standardized policy instruments, implemented through national education policies, and comparative data sets (Seddon et al 2013) among others. The manifestation of growing differentiation in student populations can be seen in terms of their learning motivation and skills, socio-economic background, age and previous education (e.g. Ümarik and Rekkor 2013; Cort and Rolls 2010; Kats et al 2010; Susimetsä 2010). One can see differentiation tendencies in teacher communities in terms of their reactions to policy regulations in the context of VET. Four different types of professionalism can be observed in Estonia in terms of whether they perceive their professionalism as including/not including care (for children) functions (Loogma et al 2010)
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