Dilemmas Related to the Professional Self-Identity of Russian-Speaking Teachers in Estonia

Inspired by the ecological model of human development and inter-subjectivist perspective of identity formation, the article addresses the complexity of professional interactions and highlights the spectrum of possible reactions of Russian-speaking teachers in Estonia to changes in the domain of language-in-education. The qualitative research demonstrates different models of the teachers’ self-views that are constructed and practiced in the interaction within significant layers identified by the ecological approach and reveals the diversity of the dilemmas teachers as professionals face in their everyday working lives

Agency (philosophy · Diversity (politics · Government (linguistics · Identity (music · Language policy · Linguistics · Pedagogy · Political science · Politics · Social science · Sociology · Anthropology · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Multilingual Education and Policy

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