მასწავლებელთა განათლება

BA, MA განვითარება

Teacher
Education program
development projects
2014-2019

Tallinn
2019
Ene-Silvia Sarv
Education, teaching = learning = practice, science, art
განათლება, სწავლება = სწავლა = პრაქტიკა, მეცნიერება,
ხელოვნება

2014 – 2017 - 2019

Meetings and cooperation with colleagues in
universities, UNICEF, MoE, and other
institutions
Preasentations on general educational
paradigmes, research, teaching
methodologu, Educaton and TE in Estonia
Workshops onTE conception and program
development
Consulting on TE programs, comments and
feedback
Translation of Estonian TE programs, TE
subject syllaby, Gutdelines for outcome-
based program develoment, teacher
qualification standards, etc
Web-page on TE – preparation for TE
professors’ visit to Tallinn. Theorethical-
methodological materials and homework on
photo-reflection.
+ Culture, history, Opera, arts, food, ….
mountains, sea, … People!
Together with my colleagies we tried to
introduce the best of Teacher Education in
Estonia. Sometimes it was the ideal we did
not achieve.
We met dedicated, and open, and
innovative teacher-educators in every
university. The TE programs they created
are promising. But – everything really
happens in the heads and hearts of people,
of educators, despite officials and politics.
Take your academic freedom and realize it
with dignity.
There is the hope: if we will mess
something in coming years in the field of
education in Estonia, We’ll come to learn
from Georgia.

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The first visit, 2014.
Cold and windy autumn. Warm people.
Introduction to Georgian education, higher
education and TE sysiem, problems, perspectives

Thanks to Ilia University I understood how small is my

knowledge of Georgian eduaction, and TE system, and
situation. Why we need those scenarios, long-tem strategies,
conceptions? - I saw the question in some eyes …. And there
was the deep interest and striving ….

Thanks to Gori University I got the needed overview of

education, Higher eduvcation, Teacher education, and
control/quality system (Eka, Laura! all so clearly in 40
minutes!). The Estonian Teacher professional qualification
materials (level 6, 7) were translated. I was at Eka’s lecture
and there was a seminar with TE staff. And the history-
lesson with David in mountains. And – I refused to go to
Stalin museum …

Thanks to TSU I understood the doctorate system, and

variations in TE values, conceptions. It was very enriching to
meet these wise ladyes. We had a Meeting of TE
representatives from several universities, and negotiation on
the problems, needs, suggestions for Universities and
Ministry of Education. (Look the chapter in Report 2014.)

Thanks to Batumi Uiversity I went through active methods in

higher education, generalised my own experience, met my
well-remembered rector Aliosha (from TLU visit in 2012), got
full suitcase of fruits, and long-lasting co-operation,
friendship with Madona and other colleagues.

For me –
it was a good and
enriching start, and
learning, and basis for
deeds for coming
years. And – to look
back at 2019.
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2014 – we had the meeting of Ilia, TSU, Gori teacher educators. We met at TSU to discuss and
formulate proposals to the Ministry of Education/State and Universities in general. These
proposals were later discussed at Batum University. In the UNICEF-INNOVE report, I wrote them
down as follows.  What was achieved?  We can look back at 2019. May be many things are
done better, others – not.

Some results and recommendations

from Georgia
based on visits to Ilia State University, Gori State Univeristy, Ivane Javakhishvili Tbilisi State University,
Batumi Shota Rustaveli State University
and discussed with universities representatives at 7th Nov (in Tbilisi) and 12th Nov 2014 (in Batumi)

Ene-Silvia Sarv
Tallinn University & INNOVE & UNICEF

…
V/ Recommendations

• Reform process

In general reform process has to be wider than only tecaher education.

A) reforms in general

1. As teacher-students mostly finish their preparation with (non-university) exam – the content of
professional exams needs a review concerning contemporarity. Professional exam is expedient to
carrie out at the University with content developed by universities and agreed between universities. The
content of professional exam has to take into consideration the current teacher professional standard (in
developed countries). Organizational side could stay for the central institutions. After a successful exam
the qualification of the teacher should be awarded/attributed.
2. Raising the qualification, advanced training of school teachers need to be decentralized and carried out
mainly by persons with academic degree or a very successful best practice teachers. In the main areas of
the teacher professional standard the in-service and refresher courses must continually improve
compliance with the latest achievements of the human sciences, technology (IT) and science of
education. Teacher in the process of further education is seen as reflective practicioner and researcher.
Universities have the right freely to build a program to improve the various groups of teachers on the
basis of their competence and relevant studies.
3. Independence and responsibility of universities and academicians needs reconsidering. There can not
be responsible self-directed learner-teacher-researcher if she/he is not trusted in the area of her/his
competence. Here the practice (pronciples and forms) of quality insurance, centralised control and
prescriprions seem to need changes.
4. The non-Georgian regions need special educational (and teacher education) programmes.
5. Too strict top-down prescription and controll is controversary to self-directed learning, academic
freedom (what is the foundation of unuversity), long-perspective planning (foresight) innovative
approach to learning-teaching, development and research and most of all – responsibility for the quality
of outcomes. Probably wider use of self- and peer assessment could be considered.

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B) Reform process

Reform process needs clearly balance between centralized and participative approach. In decisionmaking on
eductional, especially academic field the specialists (academic staff, researchers, teachers etc) have to be
active and empowered part.
Step-by step planning alonside of clear strategical view is central. Qualification requirements for teachers,
curriculum, control mechanism etc have to be seen as whole and long term results of actions considered.
The local and central balance needs establishment, especially for non-Georgian regions.
Reform background, aims, process and workouts have to have publicity – today this is easyly done via
home-pages of relevant authorities, universities.

C) Prerequisits or parallel activities of reform

1. According to my current knowledge and understanding there is the need to carry out serious research/
inquiry (and follow the reform by long enough monitoring of changes, results) in corresponding area. There
is need to develop / carry out all-embracing research about the current situation of
a) competences of (working) teachers who have different pedagogical experience and age of work;
b) students’ satisfaction with classroom and school (and university) (social) climate;
c) teacher pre-service educators’ competences and qualifications in all institutions (incl universities);
d) carry out the reserch/survey of graduates of pedagogical specializations /programm including their
readiness to continue to work in pedagogical area and their motivation for this;
e) to study relation to and prestige of teacher in society and among older students in high school.
The cooperation between foreign and domestic researchers is desirable and would allow to improve
scientific content and form/methods of research.
Many of these researches could be done as part of BA, MA PhD studies, if there would be agreement
among universities to collaborate.

2. The politics of financing of universities (and schools) needs some changes. Teacher pre-service
education (60 credits program) is not state-financed; that follows is the underflow of students. At the same
time the prescribed state-finances per credit in teacher education (BA and MA level) does not seem to be
sufficient. There exists distinction between universities in economical aspects, especially between
central and local/regional universities that would lead to shortage of well-qualified university staff and
student-teachers. This lowers the quality of preparation, the number of trained teachers in regions and as
result the underdevelopment of human recources/capital in regions. So the regional differences can grow
quicly what may be the destabilizing agent for country in longer perspective.
Altogether - MA and BA programmes of teacher (pre-service) education need full financig from the
state, the 60-credit programmes should be financed fully and equally in central and regional universities.

3. The use of internationally advanced/recognised autors and journals in programs and subjects literature
and the quality of translations into Georgian needs advancement. The literature in English, German, French
should be obligatory parallel to sources in Georgian for self-directed learning, innovations and sufficient
scientific level in future. The wider use of e-books could be one of solutions to enrich the choise and
availability of literature.

4. On the state level or as cooperative initiative of all universities and institutions involved in teacher
education an electronic learning environment(s) (like Moodle, creation of complex e-learning objects via
eXeLearning, Camtasia etc, open-source learning environments) need to be developed to prepare future

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5. It seems to be useful to introduce clear (academic) qualification and continuous education
requirements (incl scientific research level, level of foreign languages, competence in higher school
teaching etc) for teacher education academic staff as prerequisites for re-election. Quest lecturers/
specialists for higher school teaching and e-learning/teaching areas development could give a good
assistance.

• Structure of the teacher training programme

1. The foundations and structure of teacher education in widest sense needs to be seriously re-
considered - if Georgia wishes to have really competent teachers at all levels from early childhood
to high school (and even - higher school), teachers who can meet today's and fortcoming demands at
international level, be competitive – the current system of teacher educations needs fundamental
changes:
1) every teacher needs to have full BA (kindergarten, 180 credits) or MA preparation in educational
sphere (min 240 CP, BA + minimum 1-year master studies in education for primary teachers; 360 CP,
BA in subject(s) + 2-year MA in educational sciences and teaching methods for secondary school
teachers); it is advisable to finish BA and MA studies defending the thesis but at the discretion of the
University the final exam could be possible as well;
2) teacher qualification, certification has to be introduced (especially for MA level);
3) the induction year could be useful but this needs
a) that novice (beginning teacher) was considered and paid for as a teacher (state-financed) and
b) in the preparation of teachers / mentors in schools / kindergartens (as in-service training,
qualification advacement).

• Content of teacher training programmes

The step-by step transition from centralised top-down to liberal educational model could be desirable, incl
multiplicity of didactics, methodological and paradigmatic approaches.
- Choise of courses according to students’ personal interests and changing needs of schools,
kindergartens could be one sep toward teacher as self-directed learner. The variey could be partly
achieved via e-learning/distance learning and cooperation between universities including via possibility
to take some courses in another university, etc.

- Flexible and varied assessment during and at the end of learning process (seen as part of learning
process, the formative assessment) including peer-, rubrik, portfolio-assessment, reflectiive approach
etc.

• Cooperation between universities in pre-service teacher education

It is neccessary to support integration between central (TSU, Ilia SU) and regional universities in
creation of teacher pre-service programmes for best use of staff/personali – scientific, social and cultural
capital of all institutions. This cooperation/consortium could be used for self-/inernal assessment and
external assessment procedures as well.
- The central politics (created in/with active cooperation with universities) has to be shared/unitary,
recognized by every university, but at the same time every university has to have right and freedom to
choose its own way (choice of subjects/courses, their content, methododlogy and methods of teaching
and assessment e.t.c). Universities (as academic institutions) have to have right to build up their
programmes independently.

- Teacher pre-service education programmes have to consider national interest, culture, values, otherwise
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• Cooperation between universities and schools
Cooperation can be more fruitful if the finacial problems are considered and resolved on the state level.
Additional work of teachers, proncipals and of university staff needs to be financed or taken into accounr as
work load. The the contract of mutual interests between university/faculty and school could be one way. The
mutual interests could include teacher in-service training, action or participatory research, research of school
climet/culture, students-teachers needs etc. This would work to enchanse placement and induction quality as
well as to popularize teacher and educational researcher profession.

• Accreditation
-

- As one of first steps the accreditation could be done with involvement of international specialists. Eeven
if it requires the translation of main materials into English, it is worth working for internationally
considerable level, competitiveness of Georgian teacher education.

- The peer-accreditation (by inter-university team) can be seen as possibility to learn from each other.

- The content and forms, process of accreditation could be combination of international practices (incl self-
report) and actual aspects worked out and agreed by teem of univerities and authorities. Here the students
and alumni could be involved as well.

• Enhancement of research
Enhancement of research for teacher trainers (university staff), including joined research project and
exchange between Georgian teacher trainers and international teacher trainers, guest lecturers, etc. There is
clear need for teacher pre-service education academic staff to broder and deepen scientific research to
improve their own level/qualification, to better understanding of reality but especially for wider
involvement/participation in international academic research community and organisations/networks (like
EERA – European Educational Research Association – the association of national research NGOs). It may
need to create an academic, state supported NGO (for example - National Association of Educational
Research or something like this).

• Financing of teacher training programme

All teacher training, including placements and induction year have to be fully financed by state. (The
exeption can be done if the student fails exam – the 3rd attempt could be self-paid). Teachers and others
involved as mentors or supervisors have to be pais as wellas induction year students. This allows to keep
people interested and to require them participate in special kearning programmes on mentoring etc.

• Enhancement of the management structure of teacher training

programmes.
Teacher training principles, programmes etc have to be agreed among the all universities (by people selected
by academic staff). The inter-university council of teacher education could be a useful solution.

In general the enthusiasm of universities, pre-service teacher educators was/is impressive. Several
developments important for nation as whole are undergoing to improve teacher preparation and
widen it areas (incl pre-school education, bi-lingual/multicltural education, special needs education).
With the cooperation of state, univeristies, academic and teacher communitiy and welcomed help of
international community the high quality, competitive education and teacher education is possible to10
achieve.
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 Visit 2015,
together with Kristiina Krabi.
8 universities visited, meeting in UNICEF
Our moto:

We believe - research, critical reading and discussion and

educator’s (self)reflection are the base of eductational
process in school and in teacher education.

It was ongoing enriching learning and development

for all of us.
Theorethical-practical report on 81 pages. Read it,
please!

The reflection in Innove – core team : Ene-Silvia Sarv, Einar

Värä, Lea Orro (now – UNICEF-Belorus), Kristiina Krabi (now –
Krabi-Klanberg) !

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 2016 Visit of Georgia TE-group and
UNICEF to Tallinn University, Tartu
University, to schools and museums –
experience of educationa reality of
Estonia.

Enrichment, (e-)learning experience, observations, some

practices in the Innovation center of TLU.
Theorethical-practical feedback-research to all.
2016 - Website Introduction and trajectories for learning or
Perspectives on Teacher Education: core issues through virtual
learning experience
Kristiina Krabi
Ene-Silvia Sarv
(Incl Photovoice about Your View on Teacher Education)
All materials can be used in Teacher Trainng, links to research and methodical
materials and journals were provides. Photovoice method can be used as the
part of reflection in Te in university (for staff-development), so in school-
practice by students.

Georgian Universities Study Visit to Estonia

September 23-30th, 2016

Feedback questionnaire (extract from T-s)

We appreciate you taking the time to provide some feedback on the
program of study visit to Estonia. Please let us know your comments about
the study visit for each day.
….
The program was full of useful information. From Tartu university the valuable
information was received about development and management of curricula,
cooperation with schools; education sciences and teacher education and
development strategies in Tartu university. The most important was visit to Hansa
school, where we were shown examples of new concept of learning in action.

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Visits 2017-2018, and 2019 together with Veronika

Gudauri-process – from conception, quality of TE to developed programs of TE MA in

all universities.
Linking/nerworking of stakeholders in co-thinking rotator-
model in Gudauri for basic values, frame and conception of
MA-level teacher education.
It was ongoing and enriching co-operative development +
lectures, councelling, feedback on TE programs of Telavi,
Gori, Batumi, Sukhumi, etc. universities.
Theorethical-practical materials and presentations were
disseminated (in English and Russian).
The values and conception of TE – will it be preserved by
Ministry, state authorities? It was the result of co-operation of
specialists, most competent in the field.

The values and conception of TE –

will those be recognized, preserved,
implemented by Ministry, and state
authorities? It was the result of co-
operation of specialists, most
competent in the field.

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2018 spring – the
first drafts of TE
programs –
negotiations.

What was especially important – the process

was prepared, designed and completed as
the rotator – co-operative thinking
technology - method for knowledge creation
developed in Estonia (as branch from
Chedrovitsky-method from 70-ies). The
rotation of every group’s positions and tasks
allows to get complex systems approach to
the ideal of teacher, underlying values,
competencies, qualification aspects, and out
of all this – the principles and foundations
of teacher education programs.
The rotator-method was explained,
experienced and full package was
disseminated to participants. Hopefully, some
take courage and use it in their unversities.

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 Seminars and negotiations
in UNICEF, Ministry of
Education, …. INNOVE,
Co-operation,
participation, sharing,
empowerment,
openness, trust, ….

Minimum hierarhy,
maximum of deep
TLU, UT learning from each other!

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 Step further –

Development of systematic teacher

education together with continuous
professional development (CPD).
Development of regular co-
operation networks with state
institutions and NGOs for LLL,
feedback, reserach and innovation.

Report 2015. Figure 3. Engaging teacher-students in research.

The same has to work for engaging professors and all teacher-educators, researchers,
school teachers, and headmasters together with Ministry of Education and its branches to
co-operative development of concepts, regulations, laws, etc in the field.

It is developing! It is becoming!

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Year-by year. Reports+Annexes, translations, website, visits, workshops,
materials for teacher educators.

2014
REPORT ON THE RESULTS OF
THE VISIT TO GEORGIA
13/10–13/11/2014 AND INITIAL
RECOMMENDATIONS ON
TEACHER TRAINING
Based on visits to Ilia State
University, Gori State Univeristy,
Ivane Javakhishvili Tbilisi State University, Batumi Shota Rustaveli State University and discussed with the
representatives of universities on 7th Nov (in Tbilisi) and 12th Nov 2014 (in Batumi).
Recommendations to all universities + folders of materials (via GoogleDrive and UNICEF).

2015 REPORT ON THE RESULTS OF THE VISIT TO GEORGIA. July 27–August 7, 2015 AND
RECOMMENDATIONS ON TEACHER TRAINING Based on visits to Kutaisi Akaki Tsereteli State
University (KATSU), Telavi Gogebashvili State University (TGSU), Samtskhe-Javakheti State University (SJSU),
Sokhumi State University (SSU, based in Tbilisi), and discussed with the representatives of universities on 7th Aug

2016
Website and homework Perspectives on Teacher Education:
core issues through virtual learning experience (Kristiina
Krabi, Ene-Silvia Sarv)
Georgian Universities TE Study Visit to Estonia. September
23-30th, 2016.
Visits to Tallinn and Tartu University, Pedagogical Museum,
TLU Innovation Center, etc.

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2017 – 2018 - Guidelines for outcomes based TE currikulum
(translation). Concepts and values of TE.

2017-2019

TE program development by unversities,

lectures-workshops on digi-learning, TE and
research, etc. Commenting on curricula,
consulting, finalising the TE support
activities.

Thank You, dear colleagues!

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Minimum hierarhy, maximum
of deep learning from each
other and from students!

Co-operation, participation, sharing,

empowerment, reflection, openness, trust, ….

Ene-Silvia Sarv
Tallinn
Estonia

enesilviasarv@gmail.com