Aino Ugaste
Dados Biográficos
| ID | 842331 |
|---|---|
| NOME | Aino Ugaste |
| PRENOMES | Aino |
| SOBRENOME | Ugaste |
| ASSINATURA | UGASTE A |
| AFILIAÇÕES | Tallinn University |
| ORCID | 0000-0003-4235-7270 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 44 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Home and preschool collaboration during and after the Covid-19 pandemic – the perspective of Estonian and Swedish preschool teachers
This study aims to describe how a small group of preschool teachers in Sweden and Estonia have perceived changes in collaboration and communication between home and preschool during and after the COVID-19 pandemic restrictions. The results are based on qualitative, semi-structured interviews with 14 preschool teachers from both countries and draw on neo-ecological system theory. The collected data suggest that the participating teachers are exper…
Estonian and Finnish early childhood education teachers’ views of well-being and changes at work during the Covid-19 pandemic
This study aimed to shed light on how the first wave of COVID-19 influenced well-being and changed the work of early childhood education and care (ECEC) teachers in Estonia and Finland and how well-being and changes are associated with each other. The data used in this quantitative study were gathered via nationwide online surveys of early childhood education teachers (N = 378). The results revealed that there was no major change in teachers’ wel…
Experiences of childhood play among different generations in Estonia
Play is an important part of child development, learning and the lives of children; however, access to the space and time necessary for play has dramatically changed in recent years. The aim of this study is to examine memories about childhood play from three generations of people in Estonia. Individual interviews were used to retrospectively explore perceptions of play with 98 respondents. The respondents mainly associated play memories with out…
Observed teaching practices interpreted from the perspective of school-based teacher educators
A teacher supervising the school practice of student teachers is regarded as an expert who sets an example of good teaching to future teachers and chooses teaching practices that support pupils’ cognitive and social development. This study examines the implementation of teaching practices and the interpretation of these practices by school-based teacher educators who supervise school practice of student teachers at universities’ innovation school…
Beliefs about teaching held by student teachers and school-based teacher educators
Teachers’ Views of Curriculum Policy
Unlike in England, since the late 1980s the rhetoric of curriculum reforms has been overwhelmingly decentralist in many countries. However, decentralisation has often involved the delegation of centrally appointed tasks, rather than a real shift in power. The Estonian case demonstrates how a decentralised curriculum policy with centralised control can have the same de-professionalising effect on teachers' perceived professional autonomy as does a…
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 …
Social Change and Estonian Parents' Time Allocation to Their Children
This article explores the changes in Estonian parents' subjective feelings about the sufficiency of time they spend with their children and the factors related to their assessments. The study uses data from the population surveys Work, Family and Leisure (WFL) conducted in Estonia over five-year intervals, from 1993-2008. Using the historical change hypothesis, we identify how the changes in Estonian society that have taken place since Estonia re…
Student teachers’ professional identity
Student teachers’ professional identity
Teachers’ Views of Curriculum Policy
Unlike in England, since the late 1980s the rhetoric of curriculum reforms has been overwhelmingly decentralist in many countries. However, decentralisation has often involved the delegation of centrally appointed tasks, rather than a real shift in power. The Estonian case demonstrates how a decentralised curriculum policy with centralised control can have the same de-professionalising effect on teachers' perceived professional autonomy as does a…
Beliefs about teaching held by student teachers and school-based teacher educators
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 …
Social Change and Estonian Parents' Time Allocation to Their Children
This article explores the changes in Estonian parents' subjective feelings about the sufficiency of time they spend with their children and the factors related to their assessments. The study uses data from the population surveys Work, Family and Leisure (WFL) conducted in Estonia over five-year intervals, from 1993-2008. Using the historical change hypothesis, we identify how the changes in Estonian society that have taken place since Estonia re…
Teachers’ Views of Curriculum Policy
Unlike in England, since the late 1980s the rhetoric of curriculum reforms has been overwhelmingly decentralist in many countries. However, decentralisation has often involved the delegation of centrally appointed tasks, rather than a real shift in power. The Estonian case demonstrates how a decentralised curriculum policy with centralised control can have the same de-professionalising effect on teachers' perceived professional autonomy as does a…
Beliefs about teaching held by student teachers and school-based teacher educators
Experiences of childhood play among different generations in Estonia
Play is an important part of child development, learning and the lives of children; however, access to the space and time necessary for play has dramatically changed in recent years. The aim of this study is to examine memories about childhood play from three generations of people in Estonia. Individual interviews were used to retrospectively explore perceptions of play with 98 respondents. The respondents mainly associated play memories with out…
Observed teaching practices interpreted from the perspective of school-based teacher educators
A teacher supervising the school practice of student teachers is regarded as an expert who sets an example of good teaching to future teachers and chooses teaching practices that support pupils’ cognitive and social development. This study examines the implementation of teaching practices and the interpretation of these practices by school-based teacher educators who supervise school practice of student teachers at universities’ innovation school…
Estonian and Finnish early childhood education teachers’ views of well-being and changes at work during the Covid-19 pandemic
This study aimed to shed light on how the first wave of COVID-19 influenced well-being and changed the work of early childhood education and care (ECEC) teachers in Estonia and Finland and how well-being and changes are associated with each other. The data used in this quantitative study were gathered via nationwide online surveys of early childhood education teachers (N = 378). The results revealed that there was no major change in teachers’ wel…
Home and preschool collaboration during and after the Covid-19 pandemic – the perspective of Estonian and Swedish preschool teachers
This study aims to describe how a small group of preschool teachers in Sweden and Estonia have perceived changes in collaboration and communication between home and preschool during and after the COVID-19 pandemic restrictions. The results are based on qualitative, semi-structured interviews with 14 preschool teachers from both countries and draw on neo-ecological system theory. The collected data suggest that the participating teachers are exper…
Psychology (8 obras) · Pedagogy (6 obras) · Estonian (5 obras) · Sociology (5 obras) · Teacher Education and Leadership Studies (5 obras) · Early Childhood Education and Development (4 obras) · Mathematics education (4 obras) · Professional development (3 obras) · Social Psychology (3 obras) · Child Development and Digital Technology (2 obras)