Estonian and Finnish preschool teachers’ conceptions of learning

ABSTRACT

This study examined Estonian and Finnish teachers’ conceptions of their own learning and of possible ways to learn. Altogether, 70 teachers participated in the study. Theoretical and methodological solutions were directed according to the phenomenographic approach. For most teachers, learning appeared to be at the surface level and focused on the quantitative acquisition of new knowledge and skills, which were then applied and practiced in their work with children. Only a few teachers depicted learning at a deeper level where learning as understanding created a broader base, building on both new and old knowledge and skills, and resulted in innovative ways of seeing things. The differences between the teacher groups reflected the societal and cultural positions in the two countries: The Estonian participants emphasized the need to learn new work-related information in order to cope with the rapid changes occurring in their society. The Finnish teachers highlighted individual learning and an interpretative process that derives from the individual’s own world. Teachers should be encouraged to play an active role by developing their own learning, both practically and theoretically.

KEYWORDS:

• Learning
• preschool teacher
• conceptions
• phenomenography
• preschool

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The research was supported by Estonian Research Council Project IUT18-2 ‘Teachers’ professionality and professionalism in changing context’, Tallinn University School of Educational Sciences Research Fund, and the University of Eastern Finland, Faculty of Philosophy.