Possible future scenarios of teacher professionalism for 2035
DOI:
https://doi.org/10.12697/eha.2020.8.1.08Keywords:
professionalism, teachers, scenario method, key drives of futureAbstract
Kiired üleilmsed muutused mõjutavad õpetajatööd ja -ametit. Artikli eesmärk on selgitada võtmetegurid, mis mõjutavad ootusi õpetaja professionaalsusele, ning konstrueerida tulevikustsenaariumid 2035. aastani, et tuua esile võimalikud alternatiivsed arengurajad ja neile suundumist mõjutavad võtmetegurid üldhariduse kontekstis. Stsenaariumide peamine funktsioon pole ennustamine, vaid pigem püüd tulevikku ennetada, ärgitades selle üle arutlema ning hariduspoliitika strateegilisel planeerimisel võimalike tulevikuteedega arvestama. Stsenaariumimeetod põhineb tuleviku võtmetegurite valikul, nende vastastikuse mõju analüüsil ja stsenaariumide lugude koostamisel. Stsenaariumide aluseks valitud õpetaja töökeskkonda oluliselt mõjutavad võtmetegurid on võimalikud muutused õpetajate ametisse sisenemisel ja alternatiivsed haridustehnoloogia arengutendentsid. Nende kahe dimensiooni alusel on visandatud neli võimalikku õpetaja professionalismi stsenaariumi: "digitark arengusuunaja", "tehnoloogiakaubamaja instruktor", "biheivioristlik tööampsutaja" ja "arenguline paradoks".
SummaryDownloads
References
Arenguseire Keskus (2018). Tööturg 2035. Tööturu tulevikusuunad ja -stsenaariumid. Tallinn: Arenguseire Keskus. Külastatud aadressil https://www.riigikogu.ee/wpcms/wp-content/uploads/2018/08/tooturg_2035_tooturu_tulevikusuunad_ja_stsenaariumid_A4_veeb.pdf
Ball, S. (1994). Education reform: A critical and post-structural approach. Buckingham: Open University Press.
Ball, S. (2006). Good school/ bad school. Paradox and fabrication. In Education Policy and Social Class. The selected works of Stephen J. Ball (pp. 96–114). London and New York: Routledge.
Bataineh, O., & Alsagheer, A. (2012). An investigation of social support and burnout among special education teachers in the United Arab Emirates. International Journal of Special Education, 27(2), 5–13.
Berg, J, Furrer, M., Harmon, E., Rani, U, & Silberman, M. S. (2018). Digital labour platforms and the future of work: Towards decent work in the online world. International Labour Organization. Geneva. Külastatud aadressil https://www.ilo.org/wcmsp5/groups/public/---dgreports/---dcomm/---publ/documents/publication/wcms_645337.pdf
Bjekic, D., Obradovic, S., Vučetic, M., & Bojovic, M. (2013). E-teacher in inclusive e-education for students with specific learning disabilities. Procedia-Social and Behavioral Sciences, 128, 128–133. https://doi.org/10.1016/j.sbspro.2014.03.131
Doll, W. E. (1993). A Post-Modern Perspective on Curriculum. New York: Teachers College Press.
Edwards, B. I., & Cheok, A. D. (2018). Why Not Robot Teachers: Artificial Intelligence for Addressing Teacher. Applied Artificial Intelligence, 32(4), 345–360. https://doi.org/10.1080/08839514.2018.1464286
Eesti Õpetajate Liit (2005). Eesti õpetajaeetika koodeks. http://www.opetajateliit.ee/?page_id=287
EHIS – Eesti Hariduse Infosüsteem.
Erss, M. (2015). The politics of teacher autonomy in Estonia, Germany, and Finland. Sotsiaalteaduste dissertatsioonid. Tallinna Ülikool.
Erss, M., Kalmus, V., Autio, T. (2016). ’Walking a Fine Line’: Teachers’ Perception of Curricular Autonomy in Estonia, Finland and Germany. Journal of Curriculum Studies, 48(5), 589–609. https://doi.org/10.1080/00220272.2016.1167960
Evetts, J. (2013). Professionalism: Value and ideology. Current Sociology Review, 61(5–6), 778–796. https://doi.org/10.1177/0011392113479316
Evetts, J. (2014). The Concept of Professionalism: Professional Work, Professional Practice and Learning. In: Billett S., Harteis C., Gruber H. (eds) International Handbook of Research in Professional and Practice-based Learning (pp. 29–56). Springer International Handbooks of Education. Springer, Dordrecht.
Freidson, E. (2001). Professionalism: The third logic. Cambridge: Polity Press.
Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Pearson Canada Inc.
Fuller, T, Loogma, K. (2009). Constructing futures; a social constructionist perspective on foresight methodology. Futures, 41(2), 71−79. https://doi.org/10.1016/j.futures.2008.07.039
Goodson, I. (2003). Professional knowledge, professional lives: Studies in education and change. Maidenhead, Philadelphia: Open University Press.
Greenfield, P. M. (2009). Technology and informal education: What is taught, what is learned. Science, 323, 69–71. https://doi.org/10.1126/science.1167190
Hargreaves, A. (2006). Four ages of professionalism and professional learning. In H. Lauder, P. Brown, J.-A. Dillabough, & A. H. Halsey (Eds.), Education, globalization, and social change (pp. 672−691). Oxford: Oxford University Press.
Hargreaves, A., & Shirley, D. (2009). The fourth way: The inspiring future for educational change. Corwin Press. https://doi.org/10.4135/9781452219523
Harris, J.; Mishra, P.; Koehler, M. (2009). Teachers’ technological pedagogical integration reframed. Journal of Research on Technology in Education, 41(4), 393–416. https://doi.org/10.1080/15391523.2009.10782536
Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing creativity and technology in 21st century education: A systemic view for change. Educational Technology & Society, 19(3), 27–37.
Hoyle, E. (1975). Professionality, professionalism and control in teaching. In V. Houghton, R. McHugh, & C. Morgan (Eds.), Management in education: The management of organisations and individuals (pp. 314–320). London: Ward Lock Educational in association with Open University Press.
Hoyle, E. (2001). Teaching as a profession. International Encyclopedia of the Social and Behavioural Sciences, 15472–15475. https://doi.org/10.1016/B0-08-043076-7/02450-5
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Boston: Center for Curriculum Redesign. Külastatud aadressil https://curriculumredesign.org/wp-content/uploads/AIED-Book-Excerpt-CCR.pdf
Hrastinski, S., Olofsson, A. D., Arkenback, C., Ekström, S., Ericsson, E., Fransson, G., Jaldemark, J., Ryberg, T., Öberg, L.-M., Fuentes, A., Gustafsson, U., Humble, N., Mozelius, P., Sundgren, M., & Utterberg, M. (2019). Critical imaginaries and reflections on artificial intelligence and robots in postdigital K-12 education. Postdigital Science and Education, 1, 427–445. https://doi.org/10.1007/s42438-019-00046-x
HTM (2019a). Strateegiline planeerimine aastateks 2021–2035. Haridus- ja Teadusministeerium. Külastatud aadressil https://www.hm.ee/et/kaasamine-osalemine/haridus-ja-teadusstrateegia-aastateks-2021-2035
HTM (2019b). Ülevaade haridussüsteemi välishindamisest 2018/2019. õppeaastal. Tartu: Haridus- ja Teadusministeerium. Külastatud aadressil https://docplayer.ee/168515306-%C3%BClevaade-hariduss%C3%BCsteemi-v%C3%A4lishindamisest-2018-2019-%C3%B5ppeaastal.html
Jakobson, M.-L., Kalev, L., Lumi, O., Ruutsoo, R., Saarts, T., Sootla, G., Toots, A., Vetik, R. (2011). Poliitilised ideoloogiad. L. Kalev ja A. Toots (Toim). Poliitika ja valitsemise alused. Kõrgkooliõpik. Tallinn: Tallinna Ülikool.
Johnson, W. L., & Lester, J. C. (2016). Face-to Face Interaction with Pedagogical Agents, Twenty Years Later. Int J Artif Intell Educ, 26, 25–36. https://doi.org/10.1007/s40593-015-0065-9
Kahn, H., & Wiener, A. J. (1967). The year 2000: A framework for speculation on the next thirty three years. New York: Hudson Institute.
Kalyuga, S., & Liu, T.-C. (2015). Guest editorial: Managing cognitive load in technology-based learning environments. Educational Technology & Society, 18(4), 1–8.
Kirkpatrick, I., & Noordegraaf, M. (2015). Organizations and occupations: Towards hybrid professionalism in professional service firms? In L. Empson, D. Muzio, J. Broschak, and B. Hinings (Eds.), The Oxford Handbook of Professional Service Firms. Oxford University Press.
Kolnes, M., & Konstabel, K. (2018). Tugispetsialistide arvu ja vajaduse hindamine. Tartu: Innove.
Kõiv, K. (2015). Changes over a ten-year interval in the prevalence of teacher targeted bullying. Procedia – Social and Behavioral Sciences, 171, 126–133. https://doi.org/10.1016/j.sbspro.2015.01.098
Lauristin, M., Loogma, K., Ene-Mall Vernik-Tuubel, E-M., Kutsar, D., Erss, M., Kallas, K., Sildnik, A., Käosaar, I (2019). Heaolu ja sidususe visioon. Eesti haridus- ja teadusstrateegia 2021–2035. Tartu: Haridus- ja Teadusministeerium. Külastatud aadressil https://www.hm.ee/sites/default/files/haridus-_ja_teadusstrat_2035_heaolu_ja_sidususe_visioon.pdf
Lave, J., & Wenger, E. (1991) Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Luik, P (2013). Haridustehnoloogia. R. Mikser (toim), Haridusleksikon. Tallinn: Eesti Keele Sihtasutus.
Loogma, K (2014). Conceptualizing Teachers’ Professionalism: the Case of Estonian Lower Secondary Teachers. In: Airi Liimets, Marika Veisson (Eds.), Teachers and Youth in in Educational Reality (11−22). Frankfurt am Main: P. Lang. (Baltische Studien zur Socialwissenschaften; 27).
Mac Iver, M. A., & Mac Iver, J. D. (2015). STEMming the swell of absenteeism in urban middle grade schools: Impacts of a summer robotics program. Urban Education, 54(1). https://doi.org/10.1177/0042085915618712
Mets, U., & Viia, A. (2018). Tulevikuvaade tööjõu- ja oskuste vajadusele: haridus ja teadus. Uuringu lühiaruanne. Tallinn: SA Kutsekoda / OSKA.
Noordegraaf, M. (2007). From "pure" to "hybrid" professionalism. Present-day professionalism in ambiguous public domains. Administration & Society, 39(6), 761–781. https://doi.org/10.1177/0095399707304434
O’Donnell, A. (2015). Contemporary pedagogy and mindfulness: Developing creative attention in an age of distraction. Journal of Philosophy of Education, 49(2), 187–202. https://doi.org/10.1111/1467-9752
OAJ (Opetusalan Ammattijärjestö) (2020). Jäsennyys ja jäsenedut. Opetusalan Ammattijärjestö. Külastatud aadressil https://www.oaj.fi/
OECD (2001). Scenarios for the future of schooling. Külastatud aadressil https://www.oecd.org/site/schoolingfortomorrowknowledgebase/futuresthinking/scenarios/scenariosforthefutureofschooling.htm
OECD (2005). Teachers matter. Attracting, developing and retaining effective teachers. Overview. OECD Publishing. Külastatud aadressil https://www.oecd.org/education/school/34990905.pdf
OECD (2016a). Innovating education and educating for innovation: The power of digital technologies and skills. Paris: OECD Publishing. https://doi.org/10.1787/9789264265097-en
OECD (2016b). PISA 2015 results. Volume I. Excellence and equity in education. OECD Publishings. https://doi.org/10.1787/9789264266490-en
OECD (2018). The future of education and skills 2030. Learning framework 2030. OECD. Külastatud aadressil http://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
OECD (2019a). TALIS 2018 Results (Volume I): Teachers and school leaders as lifelong learners. Paris: OECD Publishing. Külastatud aadressil https://doi.org/10.1787/1d0bc92a-en
OECD (2019b). How’s life in the digital age? Opportunities and risks of the digital transformation for people’s well-being. OECD. Külastatud aadressil https://www.oecd-ilibrary.org/science-and-technology/how-s-life-in-the-digitalage_9789264311800-en
OECD (2019c). How’s life in the digital age in Estonia? In How’s life in the digital age? Opportunities and risks of the digital transformation for people’s well-being. OECD. Külastatud aadressil https://www.oecd-ilibrary.org/sites/9789264311800-13-en/index.html?itemId=/content/component/9789264311800-13-en
Olssen, M., Codd, J., & O’Neill, A.-M. (2004). Education policy: Globalization, citizenship, and democracy. London: Sage Publications.
Pedaste, M., Leijen, Ä., Poom-Valickis, K., & Eisenschmidt, E. (2019). Teacher professional standards to support teacher quality and learning in Estonia. European Journal of Education, 54(3), 389–399. https://doi.org/10.1111/ejed.12346
Pinar, W. F. (2004). What is curriculum theory? Mahwah, New Jersey, London: Lawrence Erlbaum Associates, Inc.
Pötzsch, H. (2019). Critical Digital Literacy: Technology in Education Beyond Issues of User Competence and Labour-Market Qualifications. tripleC, 17(2), 221–240. https://doi.org/10.31269/triplec.v17i2.1093
Raidt, T. (2009). Bildungsreformen nach PISA. Paradigmenwechsel und Wertewandel. Inauguraldissertation im Fach Soziologie/Bildungssoziologie zur Erlangung des Doktorgrades der Philosophischen Fakultät der Heinrich-Heine-Universität Düsseldorf. Stuttgart.
Ramirez, R., & Wilkinson. A. (2014). Rethinking the 2 × 2 scenario method: Grid or frames? Technological Forecasting & Social Change 86, 254–264. https://doi.org/10.1016/j.techfore.2013.10.020
Regan, P. M. & Khwaja, E. T. (2019). Mapping the political economy of education technology: A networks perspective. Policy Futures in Education, 17(8), 1000–1023. https://doi.org/10.1177/1478210318819495
Rosenfeld, K. N. (2015). Digital Online Culture, Identity, and Schooling in the Twenty-First Century. Palgrave Macmillan.
RT (Riigi Teataja) (2013). Direktori, õppealajuhataja, õpetajate ja tugispetsialistide kvali fikatsiooninõuded. RT I, 30.08.2013, 5. riigiteataja.ee/akt/130082013005
Rumma, K. (Toim). (2017). Projekt "Õpikäsituse profiil" uurimistulemuste raport. Tallinn: Haridus- ja Teadusministeerium, Tallinna Ülikool.
Ruus, V.-R. (2006). Õpetaja professionaalsuse ning õpetajahariduse kaasaegsed arengusuundumused. Tallinn: TLÜ Kirjastus.
Räis, M. L., & Sõmer, M. (2016). Haridusliku erivajadusega õpilaste kaasav hariduskorralduse ja sellega seotud meetmete tõhusus. Temaatiline raport: kaasamise tähenduslikkus. Eesti rakendusuuringute keskus Centar. Külastatud aadressil https://centar.ee/uus/wp-content/uploads/2017/01/Teemaraport-Tahenduslikkusfinal.pdf
Schwartz, P. (1991). The art of the long view: Scenario planning – protecting your company against an uncertain world. Century Business.
Schwartz, P. (1997). The art of the long view: Planning for the future in an uncertain world. New York: John Wiley & Sons.
Scott, S. B. (2019). Factors influencing teacher burnout and retention strategies. Williams Honors College, Honors Research Projects. 798. https://ideaexchange.uakron.edu/honors_research_projects/798
Scrimshaw, P. (2003). ICT in European schools: emerging issues from the ValNet project. The Curriculum Journal, 14(1), 85–104. https://doi.org/10.1080/0958517032000055992
Seddon, T. (2013). Making educational spaces through boundary work: territorialisation and "boundarying". Globalisation, Societies and Education, 12(1), 10–31. https://doi.org/10.1080/14767724.2013.858396
Selliov, R. (2017). Osalus noorsootöös. Haridus- ja Teadusministeeriumi aasta-analüüs 2017. Eesti hariduse viis tugevust. Külastatud aadressil https://www.hm.ee/sites/default/files/uuringud/eesti_noorte_osalemine_noorsootoos.pdf
Selliov, R., & Vaher, K. (2018). Õpetajakoolituse lõpetanud ja alustavad õpetajad EHISe andmetel. Tartu: Haridus- ja Teadusministeerium.
Selwyn, N. (2013). "Micro"Politics: Mapping the Origins of Schools Computing as a Field of Education Policy. History of Education, 42(5), 638–658. https://doi.org/10.1080/0046760X.2013.823628
Serholt, S., Barendregt, W., Vasalou, A., Alves-Oliveira, P., Jones, A., Petisca, S., & Paiva, A. (2017). The case of classroom robots: teachers’ deliberations on the ethical tensions. AI & Society, 32(4), 613–631. https://doi.org/10.1007/s00146-016-0667-2
Spaniol, M., & Rowland, N. (2018). Defining scenario. Futures Foresight Sci 2019; 1:e3. https://doi.org/10.1002/ffo2.3
Tark ja tegus Eesti 2035 (2019). Eesti haridus- ja teadusstrateegia 2021–2035. Tark ja tegus Eesti. Kolme ekspertrühma visioonidokumentide kokkuvõte. Haridus- ja Teadus ministeerium. Külastatud aadressil https://www.hm.ee/sites/default/files/tark_ja_tegus_eesti2035_kokkuvottev_visioonidokument.pdf
Tuomi, I. (2018). The impact of artificial intelligence on learning, teaching, and education. Policies for the future. M. Cabrera, R. Vuorikari & Y. Punie (Eds.), Luxembourg: Publications Office of the European Union. DOI: 10.2760/12297
Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2008) 130–154. https://doi.org/10.1016/j.edurev.2007.12.001
Valk, A. (2016). Õpetajaameti atraktiivsus. Tartu: Haridus- ja Teadusministeerium.
Voltri, R. (2017). Eesti õpetajate esindamine. Õpetajate Leht, 10. nov. https://opleht.ee/2017/11/eesti-opetajate-esindamine/
Übius, Ü., Kall, K., Loogma, K. Ümarik, M. (2014). Rahvusvaheline vaade õpetamisele ja õppimisele. OECD Rahvusvahelise õpetamise ja õppimise uuringu TALIS 2013 tulemused. Tallinn: SA Innove.
Downloads
Published
How to Cite
Issue
Section
License
The authors who publish in Eesti Haridusteaduste Ajakiri. Estonian Journal of Education agree to the following terms:
- This journal provides immediate open access to its content. All the articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
- Authors grant the journal right of (1) first publication and distribution of the article, (2) making it available to public, (3) public presentation.
- Authors have the right to enter into separate contractual arrangements for posting the article to an institutional repository or publish it in a book with an acknowledgement of its initial publication in this journal.
- Authors are permitted to post citations from their work online (e.g. on their website) with an acknowledgement of its initial publication in this journal (see Open Access).
