Koostöö kutseõpetaja professionaalsust määrava tegurina

Antikainen, A., Rinne, R., & Koski, L. (2009). Haridussotsioloogia. Tallinn: Tallinna Ülikool.

Brouwer, P., Brekelmans, M., Nieuwenhuis, L., & Simons, R.-J. (2012). Communities of practice in the school workplace. Journal of Educational Administration, 50(3), 346–364. https://doi.org/10.1108/09578231211223347

Cedefop (2012). Trends in VET policy in Europe 2010-12: Progress towards the Bruges communiqué. Luxembourg: Publications Office of the European Union. Retrieved from http://www.cedefop.europa.eu/en/publications/20814.aspx.

Clow, R. (2001). Further education teachers’ constructions of professionalism. Journal of Vocational Education and Training, 53(3), 407–420. https://doi.org/10.1080/13636820100200166

Cort, P. (2011). Trends in VET teaching and training: Teachers’ perceptions of change and implications for teaching practice in Denmark. In S. R. Kirpal (Ed.), National pathways and European dimensions of trainers’ professional development (pp. 45–62). Frankfurt am Main: Peter Lang.

Cort, P., & Rolls, S. (2010). IVET teachers’ perceptions of change and their implications for teaching. In S. Kirpal (Ed.), Changing roles and competences of VET teachers and trainers. Final Report / Vol. II: National summaries of interview results (pp. 59–69). Germany: University of Bremen.

Daly, A. J., Nienke, M. M., Bolivar, J. M., & Burke, P. (2010). Relationships in reform: The role of teachers’ social network. Journal of Educational Administration, 48(3), 359–−391. https://doi.org/10.1108/09578231011041062

Eesti kutseharidussüsteemi arengukava aastateks 2005–−2008 (2005). Haridus- ja Teadusministeerium.

Eesti kutseharidussüsteemi arengukava 2009–2013 (2009). Tartu: Haridus- ja Teadusministeerium. Külastatud aadressil https://www.hm.ee/sites/default/files/kutseharidusysteemi_arengukava_2009_2013.pdf.

Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56(1), 20−–38. https://doi.org/10.1111/j.1467-8527.2007.00392.x

Evetts, J. (2002). New directions in state and international professional occupations: Discretionary decision-making and acquired regulation. Work, Employment and Society, 16(2), 341–−353. https://doi.org/10.1177/095001702400426875

Evetts, J. (2009). The management of professionalism. In S. Gewirtz, P. Mahony, I. Hextall, & A. Cribb (Eds.), Changing teacher professionalism: International trends, challenges and ways forward (pp. 19–−30). London, New York: Routlege.

Freidson, E. (2001). Professionalism: The third logic. Chicago: Polity Press.

Goodson, I. F. (2003). Professional knowledge, professional lives: Studies in education and change. Maidenhead, Philadelphia: Open University Press.

Goodson, I. F. (2010). Times of educational change: Towards an understanding of patterns of historical and cultural refraction. Journal of Education Policy, 25(6), 767–775. https://doi.org/10.1080/02680939.2010.508179

Goodson, I., Moore, S., & Hargreaves, A. (2006). Teacher nostalgia and the sustainability of reform: The generation and degeneration of teacher’ mission, memory, and meaning. Educational Administration Quarterly, 42(1), 42−–61. https://doi.org/10.1177/0013161X05278180

Grootings, P. (2009). Facilitating policy-learning: Active learning and the reform of educational systems in transition countries. In R. Maclean & D. Wilson (Eds.), International handbook of education for the changing world of work: Bridging academic and vocational learning (pp. 499–512). Dordrecht, New York: Springer. https://doi.org/10.1007/978-1-4020-5281-1_33

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., & Goodson, I. (2006). Educational change over time? The sustainability and non-sustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 42(1), 3–41. https://doi.org/10.1177/0013161X05277975

Harris, R., Simons, M., & Clayton, B. (2005). Shifting mindsets: The changing work roles of vocational education and training. Adelaide: Australian National Training Authority.

Hoyle, E. (1974). Professionality, professionalism and control in teaching. London Educational Review, 3(2), 13–−19.

Hoyle, E. (2008). Changing conceptions of teaching as a profession: Personal reflections. In D. Johnson & R. Maclean (Eds.), Teaching: Professionalization, development and leadership (pp. 285–−304). Bonn: Springer. https://doi.org/10.1007/978-1-4020-8186-6_19

Hughes, J., & Attwell, G. (2010). Training needs of trainers and VET teachers in the UK. In S. Kirpal (Ed.), Changing roles and competences of VET teachers and trainers. Final Report / Vol. II: National summaries of interview results (pp. 7−–22). Germany: University of Bremen.

Johns-Shepherd, L., & Gowing, E. (2007). Beyond the classroom door, beyond the school gates: The imperative for school-to-school networks for professional learning. In J. Pickering, C. Daly, & N. Pachler (Eds.), New designs for teachers’ professional learning (pp. 116–132). London: University of London.

Kats, E., van Lakerveld, J., & Smit, H. (2010). Changing roles and competences in vocational training and professional development – Reflections on the interviews with Dutch educational professionals. In S. Kirpal (Ed.), Changing roles and competences of VET teachers and trainers. Final Report / Vol. II: National summaries of interview results (pp. 23–−33). Germany: University of Bremen.

Kirpal, S. (2011). Emerging roles and competence requirements of teaching and training practitioners – A European perspective. In S. R. Kirpal (Ed.), National pathways and European dimensions of trainers’ professional development (pp. 27–−44). Frankfurt am Main: Peter Lang.

Kutseõpetaja statuut (1995). RTL 1995, 49, 0. Külastatud aadressil http://www.estlex.ee/tasuta/?id=8&aktid=15092&fd=1&asutus=47&grupp=3.

Kutseseadus (2000). Riigi Teataja I 2001, 3, 7. Külastatud aadressil https://www.riigiteataja.ee/akt/26716.

Liivik, R., & Sirk, M. (2015). Muutused kutseõppeasutuste õpilaskonnas ja nende mõju kutseõpetaja pedagoogilisele tegevusele. T. Kuurme (toim.), Kasvatustegelikkuse ajakajalisi peegeldusi: valik kasvatusteaduslikke uurimusi (lk 175−–195). Tallinn: Tallinna Ülikooli kasvatusteaduste instituut.

Loogma, K. (2004). Töökeskkonnas õppimise tähendus töötajate kohanemisel töömuutustega (doktoritöö). Tallinn: TPÜ kirjastus.

Loogma, K. (2010). The situation of VET teachers in Estonia. In S. Kirpal (Ed.), Changing roles and competences of VET teachers and trainers. Final Report / Vol. II: National summaries of interview results (pp. 97−–116). Germany: University of Bremen.

Loogma, K. (2014). Conceptualizing teachers’ professionalism: The case of Estonian lower secondary teachers. In A. Liimets & M. Veisson (Eds.), Teachers and youth in educational reality (pp. 11–22). Frankfurt am Main: Peter Lang Edition.

Loogma, K. (2016). Europeanization in VET policy as a process of reshaping the educational space. International Journal for Research in Vocational Education and Training, 3(1), 16–−28. https://doi.org/10.13152/IJRVET.3.1.5

Loogma, K., Tafel-Viia, K., & Ümarik, M. (2013). Conceptualizing educational changes: A social innovation approach. Journal of Educational Change, 14(3), 283−–301. https://doi.org/10.1007/s10833-012-9205-2

Moomaw, W. E. (2005). Teacher-perceived autonomy: A construct validation of the teacher autonomy scale (Doctoral dissertation). The University of West Florida. Retrieved from http://purl.fcla.edu/fcla/etd/WFE0000027.

Müller, J., Norrie, C., Hernández, F., & Goodson, I. (2010). Restructuring teacher’ work-lives and knowledge in England and Spain. Compare: A Journal of Comparative and International Education, 40(3), 265–277. https://doi.org/10.1080/03057920902830061

Noordegraaf, M. (2007). From “pure“ and “hybrid“ professionalism: Present-day professionalism in ambiguous public domains. Administration & Society, 39(6), 761–−785. https://doi.org/10.1177/0095399707304434

Pachler, N. (2007). Teacher developement. In J. Pickering, C. Daly, & N. Pachler (Eds.), New designes for teachers’ professional learning (pp. 242–268). London: University of London.

Pearson, L. C., & Moomaw, W. (2006). Continuing validation of the teaching autonomy scale. The Journal of Educational Research, 100(1), 44−–51. https://doi.org/10.3200/JOER.100.1.44-51

Pickering, J. (2007). Teachers’ professional development: Not whether or what, but how? In J. Pickering, C. Daly, & N. Pachler (Eds.), New designs for teachers’ professional learning (pp. 192–−216). London: University of London.

Rekkor, S. (2014). Kutsehariduse õppekavade reformid Eestis. H. Voolaid (toim.), Kutsehariduse kooliõppekavade koostamise ja arendamise käsiraamat (lk 9–−17). Tartu: Innove.

Rekkor, R., Ümarik, M., & Loogma, K. (2013). Adoption of national curricula by vocational teachers in Estonia. Journal of Vocational Education and Training, 65(4), 489–−506. https://doi.org/10.1080/13636820.2013.841277

Sahlberg, P. (2010). Rethinking accountability in a knowledge society. Journal of Educational Change, 11(1), 45–61. https://doi.org/10.1007/s10833-008-9098-2

Singh, M. (2011). Investigating the changes in teacher professional learning: A case study of QMEA schools. Cross-Cultural Communication, 7(2), 63−–72. https://doi.org/10.3968/j.ccc.1923670020110702.007

Sirk, M., Liivik, R., & Loogma, K. (2016). Changes in the professionality of vocational teachers as viewed through the experiences of long-serving vocational teachers in Estonia. Empirical Research in Vocational Education and Training, 8(13), 1–−26. https://doi.org/10.1186/s40461-016-0039-7

Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387–431. https://doi.org/10.3102/00346543072003387

Susimetsä, M. (2010). Finland. In S. Kirpal (Ed.), Changing roles and competences of VET teachers and trainers. Final Report / Vol. II: National summaries of interview results (pp. 71–−78). Germany: University of Bremen.

Tafel-Viia, K., Loogma, K., Lassur, S., & Roosipõld, A. (2012). Networks as agents of innovation: Teacher networking in the context of vocational and professional higher education reforms. Vocations and Learning, 5(2), 175−–193. https://doi.org/10.1007/s12186-012-9077-x

The Copenhagen Declaration (2002). Enhanced EU cooperation in vocational education and training. Retrieved from http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=URISERV:ef0018.

Tutschner, R. (2010). The changing roles and competences of VET practitioners in Germany − IVET teachers and trainers’ perceptions of changes in their work. In S. Kirpal (Ed.), Changing roles and competences of VET teachers and trainers. Final Report / Vol. II: National summaries of interview results (pp. 35−–54). Germany: University of Bremen.

Van Ruler, B. (2005). Commentary: Professionals are from Venus, scholars are from Mars. Public Relations Review, 31(2), 159–173. https://doi.org/10.1016/j.pubrev.2005.02.022

Vähäsantanen, K., & Eteläpelto, A. (2009). Vocational teachers in the face of a major educational reform: Individual ways of negotiating professional identities. Journal of Education and Work, 22(1), 15–−33. https://doi.org/10.1080/13639080802709620

Wallace, M. (2003). Managing the unmanageable? Coping with complex educational change. Educational Management Administration & Leadership, 31(1), 9−–29.

Ümarik, M. (2015). Adopting reform policies in vocational education and training: The case of post-Soviet Estonia (Doctoral dissertation). Tallinn: Tallinna Ülikool.

Ümarik, M., Loogma, K., & Tafel-Viia, K. (2014). Restructuring vocational schools as social innovation? Journal of Educational Administration, 52(1), 97–115. https://doi.org/10.1108/JEA-08-2012-0100

Ümarik, M., & Rekkor, S. (2013). Diversification of students and professional roles of vocational teachers: Teachers’ individual approaches to negotiate work identities. In J. Mikk, M. Veisson, & P. Luik (Eds.), Change in teaching and learning, 5 (pp. 9–−26). Frankfurt am Main: Peter Lang.