Estonian preschool teachers' aspirations for curricular autonomy – the gap between an ideal and professional practice

References

• Alushariduse Raamõppekava (1999). Framework curriculum of pre-school education. Riigi Teataja I, 80, 737. Retrieved August 12, 2014, from https://www.riigiteataja.ee/akt/77809
   Google Scholar
• Bennett, J. (2005). Curriculum issues in national policy-making. European Early Childhood Education Research Journal, 13(2), 5–23. doi: 10.1080/13502930585209641
   Google Scholar
• Cerych, L. (1999). General report on the symposium ‘Educational reforms in Central and Eastern Europe: Processes and outcomes’. European Education, 31(2), 5–38. doi: 10.2753/EUE1056-493431025
   Google Scholar
• Cresswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Los Angeles: Sage.
   Google Scholar
• Dalli, C. (2008). Pedagogy, knowledge and collaboration: Towards a ground-up perspective on professionalism. European Early Childhood Education Research Journal, 16(2), 171–185. doi: 10.1080/13502930802141600
   Web of Science ®Google Scholar
• Erss, M., Mikser, R., Löfström, E., Ugaste, A., Rõuk, V., & Jaani, J. (2014). Teachers’ views of curriculum policy: The case of Estonia. British Journal of Educational Studies, 62(4), 393–411. doi: 10.1080/00071005.2014.941786
   Web of Science ®Google Scholar
• Estonian Education Information System. (2013). Teachers. Retrieved November 24, 2014 from http://www.haridussilm.ee/
   Google Scholar
• Fenech, M., Robertson, G., Sumsion, J., & Goodfellow, J. (2007). Working by the rules: Early childhood professionals’ perceptions of regulatory requirements. Early Child Development and Care, 177(1), 93–106. doi: 10.1080/03004430500329122
   Google Scholar
• Fenech, M., Sumsion, J., Robertson, G., & Goodfellow, J. (2008). The regulatory environment: A source of job (dis)satisfaction for early childhood professionals. Early Child Development and Care, 178(1), 1–14. doi: 10.1080/03004430600597222
   Google Scholar
• Hargreaves, A., & Goodson, I. (2003). Teachers’ professional lives: Aspirations and actualities. In I. F. Goodson & A. Hargreaves (Eds.), Teachers’ professional lives (pp. 1–27). London: Falmer Press.
   Google Scholar
• Kalin, J., & Zuljan, M. V. (2007). Teacher perceptions of the goals of effective school reform and their own role in it. Educational Studies, 33(2), 163–175. doi: 10.1080/03055690601068329
   Web of Science ®Google Scholar
• Massetti, G. M., & Bracken, S. S. (2010). Classroom academic and social context: Relationships among emergent literacy, behavioural functioning and teacher curriculum goals in kindergarten. Early Child Development and Care, 180(3), 359–375. doi: 10.1080/03004430801917401
   Google Scholar
• Miller, L. (2008). Developing professionalism within a regulatory work in England: Challenges and possibilities. European Early Childhood Education Research Journal, 16(2), 255–268. doi: 10.1080/13502930802141667
   Web of Science ®Google Scholar
• Oberhuemer, P. (2005a). Conceptualising the early childhood pedagogue: Policy approaches and issues of professionalism. European early Childhood Education Journal, 13(1), 5–16. doi: 10.1080/13502930585209521
   Google Scholar
• Oberhuemer, P. (2005b). International perspectives on early childhood curricula. International Journal of Early Childhood, 37(1), 27–37. doi: 10.1007/BF03165830
   Google Scholar
• Olek, H. (1998). Educational research in central and Eastern Europe: A diverging tradition. Educational Research and Evaluation, 4(1), 78–93. doi: 10.1076/edre.4.1.78.13011
   Google Scholar
• Osgood, J. (2006). Deconstructing professionalism in early childhood education: Resisting the regulatory gaze. Contemporary Issues in Early Childhood, 7(1), 5–14. doi: 10.2304/ciec.2006.7.1.5
   Google Scholar
• Osgood, J. (2009). Childcare workforce in England and ‘the early years professional’: A critical discourse analysis. Journal of Education Policy, 24(6), 733–751. doi: 10.1080/02680930903244557
   Web of Science ®Google Scholar
• Perryman, J., Ball, S., Maguire, M., & Braun, A. (2011). Life in the pressure cooker – School league tables and English and mathematics teachers’ responses to accountability in a results-driven era. British Journal of Educational Studies, 59(2), 179–195. doi: 10.1080/00071005.2011.578568
   Web of Science ®Google Scholar
• Pyle, A., & Luce-Kapler, R. (2014). Looking beyond the academic and developmental logics in kindergarten education: The role of Schwab's commonplaces in classroom-based research. Early Child Development and Care, 184(12), 1960–1977. doi: 10.1080/03004430.2014.897945
   Google Scholar
• Simpson, D. (2010). Being professional? Conceptualising early years professionalism in England. European Early Childhood Education Research Journal, 18(1), 5–14. doi: 10.1080/13502930903520009
   Web of Science ®Google Scholar
• Sivesind, K. (2013). Mixed images and merging semantics in European curricula. Journal of Curriculum Studies, 45(1), 52–66. doi: 10.1080/00220272.2012.757807
   Web of Science ®Google Scholar
• The Government of the Republic of Estonia. (2008). Koolieelse lasteasutuse riiklik õppekava (National Curriculum for Preschool Child Care Institutions). Retrieved August 12, 2014, from https://www.riigiteataja.ee/akt/12970917
   Google Scholar
• Tuul, M., Ugaste, A., & Mikser, R. (2011). Teachers’ perceptions of the curricula of the Soviet and post-Soviet eras: A case study of Estonian pre-school teachers. Journal of Curriculum Studies, 43(6), 759–781. doi: 10.1080/00220272.2011.596225
   Web of Science ®Google Scholar
• Urban, M. (2008). Dealing with uncertainty: Challenges and possibilities for the early childhood profession. European Early Childhood Education Research Journal, 16(2), 135–152. doi: 10.1080/13502930802141584
   Web of Science ®Google Scholar
• Urban, M., & Dalli, C. (2008). Editorial. European Early Childhood Education Research Journal, 16(2), 131–133. doi: 10.1080/13502930802141576
   Web of Science ®Google Scholar
• Urban, M., Vandenbroeck, M., Van Laere, K., Lazzari, A., & Peeters, J. (2012). Towards competent systems in early childhood education and care. implications for policy and practice. European Journal of Education, 47(4), 508–526. doi: 10.1111/ejed.12010
   Web of Science ®Google Scholar
• Wolf, R. M. (1997). Questionnaires. In John P. Keeves (Ed.), Educational research methodology, and measurement: An international handbook (2nd ed., pp. 422–427). Cambridge: Pergamon.
   Google Scholar
• Zogla, I. (2001). Democratisation in Latvian education: Teachers’ attitudinal change. European Journal of Teacher Education, 24(2), 143–156. doi: 10.1080/02619760120095543
   Google Scholar