Professional development oriented evaluation of teachers’ professional competence

In recent years, the proportion of teachers without the required qualifications in general education schools in Estonia has increased, reaching approximately one-fifth. However, it is still being determined why their proportion is growing and what suitable solutions exist through flexible learning to increase the percentage of qualified teachers. This research project focuses on two questions: firstly, understanding the factors that hinder unqualified teachers in Estonia from acquiring qualifications, and secondly, developing a methodology for the analysis and assessment of teachers' professional competencies that support professional development. Firstly, a nationwide survey will be conducted among unqualified teachers. Secondly, the factors hindering qualification acquisition will be specified through interviews in two municipalities, focusing not only on teachers but also on school leaders and leaders of the municipality education department. To address the second question, a methodology suitable for analysing and assessing teachers’ professional competencies will be developed, allowing for the identification of their professional development needs. Overall, the study is considered design-based research of two cases focusing on two municipalities - Tartu City and Harku Municipality - in the development process. The study provides input for universities to offer flexible teacher education through continuing education, micro-credential programs, and in-service education to help teachers achieve qualifications. On the other hand, it raises awareness of municipalities’ and school leaders’ roles and possibilities in creating conditions and supporting teachers’ professional development. Solving the issue of unqualified teachers is only possible through collaboration among various stakeholders, creating an environment and opportunities to support teachers’ learning and continuous development.