Inge Timoštšuk
Biographic Data
| ID | 6508026 |
|---|---|
| NAME | Inge Timoštšuk |
| GIVEN NAMES | Inge |
| FAMILY NAME | Timoštšuk |
| SIGNATURE | TIMOŠTŠUK I |
| AFFILIATIONS | Tallinn University |
| ORCID | 0000-0002-3860-1245 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Primary teachers’ perspectives on the core components of the learning process – perceived and overlooked elements in Estonian primary teaching
Students are increasingly expected to exercise agency across contexts, calling for a broader view of learning. An ecological perspective offers a lens for understanding learning more broadly and for making the complexity of teaching and learning more visible. Drawing on this perspective, this qualitative study examined how primary teachers perceive the learning process through four interrelated components: authentic content, meaningful activities…
Improving the Integration of Formal Education and Work-Based Learning
European education systems are widely based on curricula that have been negotiated between different stakeholders in order to provide a kind of standardized qualification framework [...]
‘They Were Surprised That Such Jobs Even Exist…’ Supporting Students’ Career Awareness During Learning Activities at Museums and Environmental Education Centres
Many factors influence students’ career awareness and future career choices. Curricula-related learning activities that entail boundary-crossing between formal and nonformal contexts, such as museums and environmental education centres, can also broaden perspectives. Out-of-school learning can unveil career trajectories, introduce professions, spark interest in new topics, and support lifelong learning. Nevertheless, it is unclear how on-site edu…
Integrating Work-Life and Student Work-Related Experiences in Classroom Learning—The Perspective of Primary Teachers
A better match between formal education and work-life is seen as one approach that can help students acquire competences and knowledge necessary for successful participation in their future lives. However, emphasis is often placed on exploring practices targeted at students nearing entry into a work-life pattern, whereas promoting key competencies and positive attitudes toward work should start at an earlier stage. We conducted in-depth interview…
Primary School Teachers’ Perspectives on the Relationship Between Students’ Learning and Work-Related Skills
Primary school teachers play a significant role in preparing students to meet the demands of the 21st century. Balancing the integration of work-related skills into classroom learning while maintaining student motivation presents considerable challenges. This study explored teachers’ perceptions of the relationship between student learning and the development of work-related skills through 13 narrative interviews. Data were analysed using phenome…
Eks me oleme kõik natuke idealistid.” Muuseumite ja keskkonnahariduskeskuste õppeprogrammide juhendajad
The diverse and egalitarian nature of Estonian education has been attributed to the relatively high degree of teachers’ autonomy. Among other things, teachers are free to decide how and where to teach, and it is very common to teach in out-of-school settings such as museums, science centres, etc. The network of different learning sites that schools use has not been thoroughly described in previous literature and is thus somewhat hidden and vulner…
Estonian Preschool and Primary Teachers’ Intercultural Competence as Shaped by Experiences with Newly Arrived Migrant Students
Cultural diversity in Estonia has been expanding through migration and hence the need to teach newly arrived migrant students (NAMSs) has become an important issue in the Estonian education system. This study examined intercultural competence across domains relating to the attitudes, knowledge and skills of teachers. A total of 167 teachers from 15 preschools and 227 primary teachers from 26 basic schools participated in the study. Experienced te…
The role of emotions in student teachers’ professional identity
This paper presents findings of a qualitative interview study of the role of emotions in the professional identity of student teachers. Strong positive and negative emotions (mostly related to pupils and supervisors) were expressed about personal teaching experiences. The results confirm that emotions play an important role in social learning and, therefore, influence the development of professional identity. The two most important findings were …
Student teachers’ professional identity
Student teachers’ professional identity
Eks me oleme kõik natuke idealistid.” Muuseumite ja keskkonnahariduskeskuste õppeprogrammide juhendajad
The diverse and egalitarian nature of Estonian education has been attributed to the relatively high degree of teachers’ autonomy. Among other things, teachers are free to decide how and where to teach, and it is very common to teach in out-of-school settings such as museums, science centres, etc. The network of different learning sites that schools use has not been thoroughly described in previous literature and is thus somewhat hidden and vulner…
Student teachers’ professional identity
The role of emotions in student teachers’ professional identity
This paper presents findings of a qualitative interview study of the role of emotions in the professional identity of student teachers. Strong positive and negative emotions (mostly related to pupils and supervisors) were expressed about personal teaching experiences. The results confirm that emotions play an important role in social learning and, therefore, influence the development of professional identity. The two most important findings were …
Estonian Preschool and Primary Teachers’ Intercultural Competence as Shaped by Experiences with Newly Arrived Migrant Students
Cultural diversity in Estonia has been expanding through migration and hence the need to teach newly arrived migrant students (NAMSs) has become an important issue in the Estonian education system. This study examined intercultural competence across domains relating to the attitudes, knowledge and skills of teachers. A total of 167 teachers from 15 preschools and 227 primary teachers from 26 basic schools participated in the study. Experienced te…
‘They Were Surprised That Such Jobs Even Exist…’ Supporting Students’ Career Awareness During Learning Activities at Museums and Environmental Education Centres
Many factors influence students’ career awareness and future career choices. Curricula-related learning activities that entail boundary-crossing between formal and nonformal contexts, such as museums and environmental education centres, can also broaden perspectives. Out-of-school learning can unveil career trajectories, introduce professions, spark interest in new topics, and support lifelong learning. Nevertheless, it is unclear how on-site edu…
Integrating Work-Life and Student Work-Related Experiences in Classroom Learning—The Perspective of Primary Teachers
A better match between formal education and work-life is seen as one approach that can help students acquire competences and knowledge necessary for successful participation in their future lives. However, emphasis is often placed on exploring practices targeted at students nearing entry into a work-life pattern, whereas promoting key competencies and positive attitudes toward work should start at an earlier stage. We conducted in-depth interview…
Primary School Teachers’ Perspectives on the Relationship Between Students’ Learning and Work-Related Skills
Primary school teachers play a significant role in preparing students to meet the demands of the 21st century. Balancing the integration of work-related skills into classroom learning while maintaining student motivation presents considerable challenges. This study explored teachers’ perceptions of the relationship between student learning and the development of work-related skills through 13 narrative interviews. Data were analysed using phenome…
Eks me oleme kõik natuke idealistid.” Muuseumite ja keskkonnahariduskeskuste õppeprogrammide juhendajad
The diverse and egalitarian nature of Estonian education has been attributed to the relatively high degree of teachers’ autonomy. Among other things, teachers are free to decide how and where to teach, and it is very common to teach in out-of-school settings such as museums, science centres, etc. The network of different learning sites that schools use has not been thoroughly described in previous literature and is thus somewhat hidden and vulner…
Improving the Integration of Formal Education and Work-Based Learning
European education systems are widely based on curricula that have been negotiated between different stakeholders in order to provide a kind of standardized qualification framework [...]
Primary teachers’ perspectives on the core components of the learning process – perceived and overlooked elements in Estonian primary teaching
Students are increasingly expected to exercise agency across contexts, calling for a broader view of learning. An ecological perspective offers a lens for understanding learning more broadly and for making the complexity of teaching and learning more visible. Drawing on this perspective, this qualitative study examined how primary teachers perceive the learning process through four interrelated components: authentic content, meaningful activities…
Psychology (7 works) · Pedagogy (6 works) · Teacher Education and Leadership Studies (5 works) · Mathematics education (4 works) · Innovative Education and Learning Practices (3 works) · Social Psychology (3 works) · Sociology (3 works) · Collaborative Teaching and Inclusion (2 works) · Competence (human resources (2 works) · Early Childhood Education and Development (2 works)