Katrin Poom-Valickis
Biographic Data
| ID | 3053423 |
|---|---|
| NAME | Katrin Poom-Valickis |
| GIVEN NAMES | Katrin |
| FAMILY NAME | Poom-Valickis |
| SIGNATURE | POOM-VALICKIS K |
| AFFILIATIONS | Tallinn University |
| ORCID | 0000-0002-1028-2617 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Exploring the potential of video-based discussions to support student teachers’ situation-specific skills in initial teacher education
Video-based interventions are a promising tool for teachers’ professional development, enabling them to reflect on classroom scenarios in collaborative learning environments. This multimethod study explored the integration of video-based discussions into initial teacher education lectures to support the development of student teachers’ situation-specific skills – perception, interpretation, and decision-making (PID skills). Employing a pre-post d…
Fostering complex historical understandings
Background In the context of geopolitical uncertainty and knowledge fragmentation, this study examines how Estonian pupils in Grades 9 and 11 perceive the nature of historical knowledge and what makes history learning meaningful to them.Purpose of the study To analyze how pupils’ epistemic beliefs and learning experiences correlate with teachers’ instructional practices, and whether age, gender, and socioeconomic background are influential in thi…
Monitoring and evaluating school-university partnerships
School-university partnerships (SUPs) are collaborations bridging the expertise of school and university representatives to address problems of educational practice. A critical and yet challenging aspect of SUPs is their monitoring and evaluation. There exist only a few monitoring and evaluation tools, nevertheless, they only partially address the complexity of SUPs, and some of them have limited adoption in practice. The SUP.ME framework was dev…
The shortage of teachers in Estonia
Teacher shortage is an increasingly global issue, with many countries, including Estonia, facing challenges in attracting candidates and retaining qualified teachers. State statistics and international comparisons show a worrying decade-long decline in the qualified teacher workforce in Estonia, worsening yearly. Addressing this shortage is crucial for sustaining high-quality education in the country. In response, this study involved focus group …
Influences on teachers’ attitudes towards languages of learning and teaching
Despite Estonia being ranked among the highest performing nations in the world-wide testing of students, these encouraging results are somewhat overshadowed by the challenge to overcome the divided school system with different languages of learning that impacts crucially on students’ social, academic and professional paths. The study examines teachers’ (N = 312) attitudes to languages of learning and teaching through various components from a soc…
Program support matters
School- and teacher-related contextual factors are those that often influence the quality of social-emotional learning (SEL) program implementation, which in turn has an impact on student outcomes. The current paper was interested in (1) Which teacher- and school-related contextual factors have been operationalized in articles that focus on the relationship between implementation quality indicators 200 and contextual factors in SEL program implem…
Adopting technology in schools
Integration of technology in schools rests on effective teacher education programmes that help teachers create new teaching and learning methods and adopt them for classroom use. Social learning processes play a key role in this, but there is a lack of understanding of their role in technology adoption and in evidencing them in teacher education programmes. Using the knowledge appropriation model, we propose a self-report questionnaire instrument…
Current Challenges in School Leadership in Estonia and Finland
The purpose of this study was to find out what current challenges successful principals in Estonia and Finland identify in developing their schools. The strategies used in dealing with these challenges were also analyzed within the framework of "growth-mindset pedagogy" as an educational approach to school leadership. The principals were interviewed, and the resulting data were analyzed by means of both inductive and deductive content analysis. T…
Virtues that create purpose for ethical leadership
This study investigates how moral virtues create purpose for ethical leadership. Four exemplary principals, two from Estonia and two from Finland, were interviewed to study their perceptions of critical incidents in their work and how moral virtues are manifest in their reflections. The results of qualitative content analysis showed that the critical incidents were related to themselves as principals and to their work with teachers, students and …
Beliefs about teaching
Beliefs about teaching
Influences on teachers’ attitudes towards languages of learning and teaching
Despite Estonia being ranked among the highest performing nations in the world-wide testing of students, these encouraging results are somewhat overshadowed by the challenge to overcome the divided school system with different languages of learning that impacts crucially on students’ social, academic and professional paths. The study examines teachers’ (N = 312) attitudes to languages of learning and teaching through various components from a soc…
Beliefs about teaching
Virtues that create purpose for ethical leadership
This study investigates how moral virtues create purpose for ethical leadership. Four exemplary principals, two from Estonia and two from Finland, were interviewed to study their perceptions of critical incidents in their work and how moral virtues are manifest in their reflections. The results of qualitative content analysis showed that the critical incidents were related to themselves as principals and to their work with teachers, students and …
Current Challenges in School Leadership in Estonia and Finland
The purpose of this study was to find out what current challenges successful principals in Estonia and Finland identify in developing their schools. The strategies used in dealing with these challenges were also analyzed within the framework of "growth-mindset pedagogy" as an educational approach to school leadership. The principals were interviewed, and the resulting data were analyzed by means of both inductive and deductive content analysis. T…
Adopting technology in schools
Integration of technology in schools rests on effective teacher education programmes that help teachers create new teaching and learning methods and adopt them for classroom use. Social learning processes play a key role in this, but there is a lack of understanding of their role in technology adoption and in evidencing them in teacher education programmes. Using the knowledge appropriation model, we propose a self-report questionnaire instrument…
Program support matters
School- and teacher-related contextual factors are those that often influence the quality of social-emotional learning (SEL) program implementation, which in turn has an impact on student outcomes. The current paper was interested in (1) Which teacher- and school-related contextual factors have been operationalized in articles that focus on the relationship between implementation quality indicators 200 and contextual factors in SEL program implem…
Influences on teachers’ attitudes towards languages of learning and teaching
Despite Estonia being ranked among the highest performing nations in the world-wide testing of students, these encouraging results are somewhat overshadowed by the challenge to overcome the divided school system with different languages of learning that impacts crucially on students’ social, academic and professional paths. The study examines teachers’ (N = 312) attitudes to languages of learning and teaching through various components from a soc…
Monitoring and evaluating school-university partnerships
School-university partnerships (SUPs) are collaborations bridging the expertise of school and university representatives to address problems of educational practice. A critical and yet challenging aspect of SUPs is their monitoring and evaluation. There exist only a few monitoring and evaluation tools, nevertheless, they only partially address the complexity of SUPs, and some of them have limited adoption in practice. The SUP.ME framework was dev…
The shortage of teachers in Estonia
Teacher shortage is an increasingly global issue, with many countries, including Estonia, facing challenges in attracting candidates and retaining qualified teachers. State statistics and international comparisons show a worrying decade-long decline in the qualified teacher workforce in Estonia, worsening yearly. Addressing this shortage is crucial for sustaining high-quality education in the country. In response, this study involved focus group …
Exploring the potential of video-based discussions to support student teachers’ situation-specific skills in initial teacher education
Video-based interventions are a promising tool for teachers’ professional development, enabling them to reflect on classroom scenarios in collaborative learning environments. This multimethod study explored the integration of video-based discussions into initial teacher education lectures to support the development of student teachers’ situation-specific skills – perception, interpretation, and decision-making (PID skills). Employing a pre-post d…
Fostering complex historical understandings
Background In the context of geopolitical uncertainty and knowledge fragmentation, this study examines how Estonian pupils in Grades 9 and 11 perceive the nature of historical knowledge and what makes history learning meaningful to them.Purpose of the study To analyze how pupils’ epistemic beliefs and learning experiences correlate with teachers’ instructional practices, and whether age, gender, and socioeconomic background are influential in thi…
Pedagogy (7 works) · Psychology (7 works) · Sociology (6 works) · Mathematics education (5 works) · Teacher Education and Leadership Studies (5 works) · Computer Science (4 works) · Estonian (4 works) · Political science (3 works) · Teacher education (3 works) · Teacher Professional Development and Motivation (3 works)