Country view of competence approach: Estonia Karmen Trasberg Faculty of Education University of Tartu.

Country view of competence approach:

Estonia

Karmen TrasbergFaculty of EducationUniversity of Tartu

The competence approach in general education

• In the new national curriculum (2010), the transversal key competences are referred to as general competences which are considered to be essential for a pupil to become a well-rounded human being and a good citizen.

• The curriculum lists seven general competencies (social and civic competencies, learning to learn, sense of initiative and enterpreunership, mathematical competence, self-management, communication) which are developed through the formal study process as well as during extra-curricular activities.

Initial training Induction

In-service training

3+2 years 1 year in 5 years

BA 180 ECTS MA 120 ECTS*

including 10-weeks school practice

Support programme for novice teachers during first year of teaching

Refreshment courses

160 hours (6 ECTS)

Teacher competences

• “Teacher standard” – points out general competences. In order to get a teacher status, there is professional exam for new teachers after induction year.

• “The Estonian Teacher Education Strategy for 2009-2013”

Teacher standard (2005)

• Cultural awareness• Communication in mother tongue and in

two foreign languages (B2 and A2)

• ICT competence• Research skills• Establishing inclusive and safe learning

environment

Estonian Teacher Education Strategy

Teachers can evaluate and plan their education needs

Teachers support the development of their pupils

Teachers offer guidance and teach learning skills

Teachers are experts in their subjects and integrate different fields of knowledge

Teachers cooperate with stakeholders in order to support pupils development

Any issues relevant to the discussion on the Profile document

• The competences should be developed not only within initial teacher education programs but also within induction (on the job qualifiyng year).

• Recommendation: to point out in the profile the important role and challenge of the induction

Thank you!

Challenges for Inclusion:

SEN students may study at mainstream school and receive different kinds of support:

• support of special education teacher, speech therapist;• remedial learning;• the simplified national curriculum;• individual education plan;• smaller classes;• additional learning and rehabilitation subjects (music therapy

etc.)• communication support (sign-language interpreter, study

material in Braille, adapted study material etc.)