Foreign-language teachers' associations' journey from the Soviet period to the XXI century: the Estonian case.
The Soviet period is described as a highly centralised top-down system where schools and teachers had little to say about managerial topics. Instead, change was initiated by the resolutions and decisions of the Ministry of Education. This article aims to shed light on the establishment of Foreign-La...
| Published in: | Paedagogica Historica Vol. 60; no. 6; pp. 992 - 1009 |
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| Main Authors: | , , |
| Format: | Article |
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Taylor & Francis Ltd
Dec2024
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=181862268&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 181862268 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00309230 J54 jtl: Paedagogica Historica issn: 00309230 maglogo: N pubinfo: dt: Dec2024 vid: 60 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 181862268 10.1080/00309230.2023.2246380 ppf: 992 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 387KB tig: atl: Foreign-language teachers' associations' journey from the Soviet period to the XXI century: the Estonian case. aug: au: Meristo, Merilyn Oder, Tuuli Velberg, Karola affil: School of Humanities, Tallinn University, Tallinn, Estonia College of Education, University of South Carolina, Columbia, SC, USA School of Governance, Law and Society, Tallinn University, Tallinn, Estonia su: Teachers' unions Language teachers Professionalism Soviet Union Estonia sug: subj: Soviet Union Estonia Teachers' unions Language teachers Professionalism keyword: foreign-language teacher professionalism Soviet period teacher agency Teacher associations the Republic of Estonia ab: The Soviet period is described as a highly centralised top-down system where schools and teachers had little to say about managerial topics. Instead, change was initiated by the resolutions and decisions of the Ministry of Education. This article aims to shed light on the establishment of Foreign-Language Subject Councils in Soviet Estonia in the 1960s, how and why they turned into communities of practice (CoPs) and the role that teacher agency played in the Soviet foreign-language landscape. The article also shows how the Soviet top-down controlling subject council transitioned into a bottom-up initiative-rich Foreign-Language Teachers' Association (FLTA) during the collapse of the Soviet Union. The ups and downs of FLTAs as well as the development of teacher professionalism are followed through the period of 30 years of Estonian re-independence. As our study shows, there is evidence that FL teachers voluntarily bonded and socialised outside of the school environment. They had a common denominator that pushed them to collaborate closely – the lack of materials. Furthermore, their activities were driven by teacher agency, as we call it today. Their actions involved so much more than just creating materials. Moreover, their communication could also be perceived as a sense of belonging. These three features (joint interest, agency, sense of belonging) are common to CoPs. Thus, the journey of FLTAs from the 1960s to today has been described and explained, in order to better understand the present situation. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Paedagogica Historica holder: Taylor & Francis Ltd dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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