The Role of Teacher Professional Standards for Initial Teacher Education and Continuous Professional Development: The Case of Estonia

Abstract

A growing number of countries have developed Teacher Professional Standards that describe how effective teaching is conceptualized and demonstrated. This article describes how initial teacher education and continuous professional development (CPD) is organized in Estonia, and what role professional standards have in the Estonian context. We demonstrate how the Estonian decentralized preservice teacher education and CPD system supports high quality and flexible teacher professional development throughout their careers. We will also pinpoint the biggest challenges that are currently experienced in Estonia regarding teacher education and professional development. Drawing on the international experiences, we will also discuss how Teacher Professional Standards could be further developed in Estonia to better serve as a guide for both initial teacher education and continuous professional development.

Citation

Leijen, Ä., Pedaste, M. and Edisherashvili, N. (2023), "The Role of Teacher Professional Standards for Initial Teacher Education and Continuous Professional Development: The Case of Estonia", Craig, C.J., Mena, J. and Kane, R.G. (Ed.) Approaches to Teaching and Teacher Education (Advances in Research on Teaching, Vol. 43), Emerald Publishing Limited, Leeds, pp. 73-85. https://doi.org/10.1108/S1479-368720230000043010