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194
IN-SERVICE TRAINING OF TEACHERS
OF ENGLISH AS A FOREIGN LANGUAGE
IN ESTONIA: MAPPING OF TRENDS AND
OPPORTUNITIES
Nina Raud, Olga Orehhova
Narva College of the University of Tartu, Estonia
E-mail: [email protected], [email protected]

Abstract

In-service training of teachers of English as a foreign language (EFL) is as a core instrument of continuous
professional development of EFL teachers. Within the context of nowadays education policies, the issue
of in-service training has become of topical importance. It requires systematic approach based on the
analysis of individual EFL teachers’ needs and receptive practices in developing in-service teacher-
training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover
the areas of in-service training they are interested in. Based on the survey results, a model of an in-service
training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it
is placed against the background of in-service teacher training provided in Estonia. The module could
be included into in-service teaching training programmes not only in Estonia, but in a wider European
context.
Keywords: in-service teacher training, continuous professional development (CPD), English language
teaching.

Introduction

Teaching has now arguably become more demanding and challenging than ever before,
as classrooms have to respond to the changes and developments of the today’s world. The
teaching and learning paradigm has shifted towards learner’s autonomy and teacher being a
facilitator and manager of the learning process. Teaching and learning is ever more learner-
centred and flexible, being empowered by new technologies. In this new rapidly changing
educational reality, in-service teacher training is the main tool to assist teachers in sustaining
their professionalism.
In Estonia, teacher’s professional development is based on international and state
policies and frameworks. These documents outline the aims and objectives of CPD (continuous
professional development) of Estonian teachers. The Estonian Lifelong Learning Strategy
2020, adopted by the Government of the Republic of Estonia in 2014, was developed by the
Estonian Cooperation Assembly, Estonian Education Forum and the Ministry of Education
and Research to define main strategic goals for education in general and teacher education
in particular. Strategic goal 3 “Concordance of lifelong learning opportunities with the needs
of labour market” stresses the importance of quality, flexible and diverse career services,
increasing the number of specialists with “professional <…> qualifications in different age
groups, and an increase in overall participation in lifelong learning across Estonia” (2014, p.5).
Section 1.3 of the Strategy considers in detail the system of in-service training for teachers and
places the main focus on reconsidering the role of teachers in creating a supportive learning
environment where learner’s development, potential and differences are valued and prioritised.
Furthermore, a reasonable balance should be maintained between the in-service training offered

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by the State, a school profile and teachers’ CPD needs. To implement the system of in-service 195
teacher training, “teacher education institutions will develop initial and in-service education
curricula that support the objectives of the strategy and that are closely integrated with practical
work” (ibid. p.9). The quality of such system of training and re-training shall be guaranteed
by quality standards and only those CPD courses that comply with the requirements shall be
funded by the State. Flexibility, innovative competence areas (e.g. educational technology,
special needs, etc.), and alternative solutions for CPD (e.g. digital or work-based training) are
the direction for teachers’ retraining.
This strategy has served as the basis for the Estonian-wide programme Competent and
Motivated Teachers and Heads of Educational Institutions (Pädevad ja motiveeritud õpetajad
ning haridusasutuste juhid, 2015). The programme includes two key measures: 1) development of
in-service teacher training system and opening of university-based teacher training competence
centres; 2) increasing the attractiveness and valuing of teacher and school leader’s profession.
To realise the measures, corresponding activities shall be conducted in the following areas:
development of teachers’ methodological and subject competences, cooperation of education
stakeholders, research and analysis of in-service training, updating quality assurance standards
of CPD, etc.
The Estonian Lifelong Learning Strategy 2020 is in line with the European Strategic
Framework – Education & Training 2020 (2009), which is the key EU document to define
strategic goals of education, including teacher education and CPD. The key priorities for
education and training by the year 2020 include lifelong learning, mobility, quality and
efficiency of education and training, equity, social cohesion, active citizenship, creativity and
innovation, entrepreneurship at all education stages.
The annual ET 2020 report composed by the Education and Training Monitor of the
European Commission for Estonia in 2016 underlines the strategic vision of teachers and heads
of schools working in Estonian schools in 2020 as “self-respecting, dignified, motivated and
professional” (2016, p.17). The report also confirms that active enrolment in CPD courses is
vital to all teachers and heads of schools.
The above-mentioned principles of teacher education have also been earlier formulated
in The European Profile for Language Teacher Education – A Frame of Reference (2004),
devised by the University of Southampton and supported by the European Commission, and
are based on the expertise and experience of a range of European experts in language teacher
education and European teacher education institutions. The report proposes a European Profile
for language teacher pre- and in-service education in the 21st century, and among its guidelines
for foreign language teacher education programmes, a particular focus is placed on integration
of academic studies and practical experience, flexibility and modular delivery of training,
quality assurance and ongoing systematic in-service training.

In-service Teacher Training Background Studies

Recently conducted studies into EFL in-service teacher training issues (e.g. Nicolaidis &
Mattheoudakis, 2008; Çelik, 2016; Howard et al., 2016) highlight the importance of top-down
and bottom-up cooperation among stakeholders in developing in-service training programmes
to provide effective CPD for EFL teachers. One of the studies (Nicolaidis & Mattheoudakis,
2008) analyses three aspects of CPD courses: relevance of training to teachers’ needs, the quality
of materials offered to support trainings, and the efficacy of the subject matter of the courses.
The researchers propose a “cascade model” for in-service EFL teacher training, i.e. the model
which promotes active collaboration of all parties involved in the educational process (learners,
teachers, administrators and policy-makers). The study also points out a relative neglect of EFL
teacher continuous education in the European context. Çelik (2016) also underlines that CPD
programmes for EFL teachers have to follow a new format that should allow for consideration of
teachers’ needs and concerns. This new format is based on two-way interaction among teachers

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196 and in-service training providers and is receptive to individual teaching contexts and teachers’
needs. Both studies agree that in-service teacher training has to be responsive to teachers’
expectations and demands. EFL teacher training has also been monitored by the British Council,
one of the key providers of in-service EFL teacher training worldwide. A Comparative Study of
English Language Teacher Recruitment, In-service Education and Retention in Latin America
and the Middle East (2016, p.50), produced by the British Council, reveals that there is no
unanimous approach to CPD of EFL teachers in the monitored countries: “in some countries PD
is a key part of ELT daily life, while in others it features rarely, often requiring the individuals
themselves to pay to attend a local or international conference”. This all makes a strong case for
uniting efforts of educators in developing competitive systems of CPD courses.
In the Estonian context, the study Teachers’ In-service Training Needs (Õpetajate
täiendusõppe vajadused, 2015), ordered by the Ministry of Education and Research, has
examined the following issues of CPD in Estonia among others:
• reasons and needs for offering in-service training;
• obstacles and challenges of CPD;
• effectiveness of CPD courses;
• models, duration, time and organization;
• feedback from different parties involved in CPD;
• centralisation, networks and partnerships;
• long-term and practice-based training;
• competences and skills to be further developed.
The research has also revealed priority topics suggested by teachers to be addressed
while organising CPD in Estonia: innovative teaching methods, information and communication
technology (ICT), e-learning, active learning, special needs education, communication skills,
conflict and classroom management. As confirmed by a previous Estonian research into
teachers’ CPD needs (Raik, Kostyukevich, Rootamm-Valter, 2013, p.121), “the priority should
be given to specific study programmes aimed at the development of a particular component of
the teachers’ professional competence instead of offering programmes of a wide area profile”.
Hence, the needs of teachers have to be heard and addressed to develop quality subject- and
competence-based CPD programmes for EFL teachers.

Research into EFL Teachers’ CPD Needs in Estonia

In Estonia, there are two universities that provide pre-service EFL teacher training:
Tallinn University and the University of Tartu. They also offer in-service teacher education in
the areas of general pedagogy, psychology, ICT skills, assessment, inclusive education, etc. In
spring term 2017, Tallinn University’s in-service training schedule includes 13 CPD courses
in the field of education, which cover such topics as special needs, supervision and coaching,
reflection, inclusive education, and general pedagogy (TLÜ Koolituskalender, 2017). Likewise,
the University of Tartu, in the academic year 2016/2017, offers 106 CPD courses in the field
of educational sciences that focus on similar topics (e.g. inclusive education, ICT, general
pedagogy, etc.) (Täiendusõpperpogrammid: Haridusteadused. 2017). However, despite the
impressive number of courses annually offered for in-service teacher training, none of them
targets the needs of EFL teachers specifically (e.g. English language mastery, ELT didactics,
culture and literature), with the exception of Narva College of the University of Tartu.
Due to its special geographical location in a multilingual border region of the EU,
Narva College offers pre- and in-service EFL teacher training for multilingual schools. Each
year, Narva College organises EFL teacher-training seminars on a variety of topics, such as
authenticity in the EFL class (2016), student-centred methods of EFL instruction (2016),
interactive strategies for teaching English (2015), English learning strategies (2015), English
for the environment (2014), CLIL in English literature studies (2013). Another traditional
biannual CPD event is an international ELT/CLIL conference organised since 2006 with the

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support of the US Embassy in Tallinn and the British Council. The latest one held in spring 197
2017, “Frontiers in CLIL and ELT”, attracted more than 100 EFL teachers from schools in
Estonia and neighbouring countries.
To further develop Narva College’s system of EFL in-service teacher training and to
achieve a positive washback effect on EFL teacher education in Narva College, a research
was conducted into EFL teachers’ needs in and expectations from CPD courses in the area of
English language teaching and learning. Such research has never been conducted before; hence,
in-service teacher training has been offered sporadically, without any particular system in place.
While the need for such system based on teachers’ actual needs and expectations exists on
policy-making level, there have been no solutions yet. The comparatively insignificant number
of EFL teachers in Estonia ((1781 EFL teachers / 14581 total number of teachers in general
secondary schools) (Õpetajate arv ja ametikohtade arv kokku, 2017)) may influence the interest
of providers of CPD courses to target this specific group. That is why providers of CPD courses
for teachers mainly target larger groups of participants and offer training in areas of general
pedagogy and methodology. Therefore, subject-specific needs of teachers are not covered by
such courses. The outcomes of the present research shall serve as a basis for mapping the needs
and opportunities to create in-service training modules for EFL teachers.

Methodology of Research

The research, conducted in the academic year 2016/2017, had the following aims: to
reveal CPD needs of EFL teachers in Estonia, to compare them against the CPD courses offered
by leading teacher training universities in Estonia (Tallinn University and the University
of Tartu), and to map the opportunities for further development of EFL in-service training
programmes. However, the research does not aim to be representative and the results may not
be generalizable, as the primary concern of the research is to acquire in-depth information from
those who are authorised and willing to share information and reflect upon their needs in in-
service EFL teacher training as part of CPD.
To collect the data, a survey among Estonian EFL teachers was conducted. The research
used a non-probability purposive sampling, as the task was to access “knowledgeable” people
(EFL teachers in Estonia) to acquire information about areas of EFL in-service teacher training
as part of CPD. The maximum expected size of the sample was 1781 teachers (the total number
of EFL teachers in Estonia, as of 2017) (Õpetajate arv ja ametikohtade arv kokku, 2017).
The survey was based on a semi-structured online questionnaire with closed-open
questions. The questionnaire, which included seven questions to define EFL teachers’
professional background and in-service training needs, falls under three sections. The first
section included closed-ended questions regarding EFL teachers’ professional profile: seniority,
school level, school location, qualifications, country of origin of their pre-service education.
The second and the third sections of the questionnaire to assess in-service training needs of the
respondents consisted of multiple and open-ended questions, where EFL teachers were asked to
rate how interested (not interested, rather interested, very interested) they were in certain areas
of in-service training and to contribute their own suggestions for potential CPD courses. The
areas of in-service training offered for teachers to rate included the following:
• English language studies (pronunciation, grammar, vocabulary, speaking,
listening, writing, reading)
• English language level/proficiency examinations (training for/about English
level exams)
• Didactics of English language teaching (methods and techniques of ELT,
resources, classroom management, etc.)
• Practical training (collegial feedback, individual and group reflection and
supervision of one’s teaching, etc.)
• CLIL (content and language integrated learning to teach other subjects in English).

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198 The choice of the above in-service training areas stems from the EFL teachers’ professional
profile (The European Profile for Language Teacher Education – A Frame of Reference,
2004; European Framework for CLIL Teacher Education, 2011; Teacher’s Occupational
Standards, 2013), which includes such fundamental teacher’s competences as the target
language competence (subject knowledge and skills) and methodological competence (subject
didactics, assessment, reflection, materials design, classroom management, self-development,
collaboration, etc.). The general pedagogical competence has been excluded on purpose as
the survey targeted specially EFL teachers’ needs, assuming that general pedagogical skills
and knowledge are traditionally supported and developed by general pedagogical in-service
courses, as shown above.
An invitation to participate in the survey was sent by e-mail to primary and secondary
school headmasters and school head-teachers in Estonia, in total 540 schools. The questionnaire
was also distributed electronically among the members of the Estonian Association of Teachers
of English (EATE), and hard copies of the questionnaire were distributed during in-service
training of EFL teachers in Narva College (October 2016). The objective factors limiting the
real size of the sample resulted from “gatekeepers” – school masters and head teachers, who are
in the position to decide what information should be forwarded to school staff.

Results of Research

The questionnaire was answered by 218 Estonian EFL teachers (12% of the total number
of EFL teachers) from 111 schools (20% of the total number of schools). Teachers from all
15 counties of Estonia and all school levels (primary, secondary, upper-secondary schools)
have contributed their responses. Teacher’s professional background is defined on the basis
of the length of their teaching experience (i.e. seniority), the nature and country of origin
of their pre-service education. As for respondents’ work experience, more than a third (35,8
%, n=218) have worked in schools longer than 20 years; another third (36.7%, n=218) have
1-10 years of teaching experience; teachers with 10-20 years of work experience make up a
fifth of the sample (21.1%, n=218), and the smallest group of the respondents (6,4%, n=218)
is represented by novice teachers (less than one year of teaching experience). The majority
of EFL teachers (81%, n=218) have received their pre-service teacher education in Estonia
and 19% have received their teaching qualifications in other countries (e.g. Russia, Ukraine,
Belarus, UK). The qualifications held by the respondents are in the proportion of almost 50/50
with Master’s degree against other qualifications (Bachelor’s, professional higher education,
vocational education).
The results of respondents’ rating of these areas reveal that the respondents are interested
in all the areas of professional development of EFL teachers, with ELT didactics being the most
favoured by the respondents (122 – very interested respondents) and other areas being more or
less equally valued (within the range of 74-96 very interested respondents). The following table
demonstrates the distribution of respondents’ ratings of the suggested in-service training areas.

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199
140
120
100
80
60
40
20
0
English Didactics of Practical English CLIL
proficiency ELT training and proficiency
coaching exams
no. of not interested respondents no. of rather interested respondents
no. of very interested respondents

Figure 1: Number of respondents interested in suggested in-service training

areas.

To the request to share their additional ideas on other potential in-service training topics
not represented in the previous question, 75% or 163 respondents (n=218) have suggested a
variety of ideas, which have been grouped under thematic areas. The following table summarises
teachers’ ideas as grouped in thematic areas and shows the number of mentions of each area.

Table 1. Proposed areas of interest in EFL in-service teacher training.

Number of
Proposed areas
mentions
Teaching English with the help of ICT resources 32
Didactics and ELT methodology (e.g. drama, communicative approach and collaborative learning,
22
project-based learning, flipped classroom, student-focused teaching)
British and American literature and British and American culture (e.g. historical background and
18
political situation of the UK, culture, youth culture today)
English language mastery (e.g. recent changes and development in the English language, public
16
speaking)
Teaching students with special needs (e.g. dyslexia, ADHD, emotional and behavioural difficulties) 10
Motivating learners 9
Working with mixed-ability groups 8
Classroom management 7
International and state exams 6
Using authentic materials in the EFL classroom (videos, newspapers, magazines, music, etc). 6
Syllabus design and development of study materials 6
Theory of testing (how to make tests, exams, quizzes) student assessment and the development of
6
tests
Teaching young learners 5
Collaboration 3
Coaching and supervision 2
CLIL and immersion 2
Teaching a multi-cultural and multi-lingual class 1
Developing learner’s autonomy 1
Business English 1
Psychology 1
Translation/interpretation 1

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200 Not surprisingly, the use of modern technology tops the list of the proposed areas, with
the biggest number of mentions (32). Though both teacher training universities in Estonia offer
ICT skills development courses, EFL teachers apparently still require specific knowledge and
skills of how to support their language classes with ICT. Teachers’ interest in ELT didactics and
language proficiency is once again confirmed by a considerable number of the respondents (18
and 16 correspondingly) who suggested these areas for CPD. One more top area of interest,
mentioned by 22 respondents, relates to literature and British and American studies, which
highlights the importance of the inclusion of content-based teaching into EFL programmes. The
diversity of opinions has to be considered to target individual needs of teachers while planning
CPD programmes for EFL teachers.

Discussion

While previous researches have highlighted the importance of considering teachers’

needs in planning and offering in-service training (Nicolaidis & Mattheoudakis, 2008; Çelik,
2016; Howard et al., 2016; Raik, Kostyukevich, Rootamm-Valter, 2013; Õpetajate täiendusõppe
vajadused, 2015), subject-specific in-service training needs of teachers of English and the
impact of their professional profile on their needs and interests have not been analysed neither
in Europe nor in Estonia.
The present research has revealed that teachers’ background, if influences, then
insignificantly teachers’ interest in in-service teacher training. It may be assumed that neither the
seniority of EFL teachers nor their professional qualification (Master’s, Bachelor’s, professional
higher education), the region where their schools are located (centre or periphery of Estonia,
town or village school) nor their school level (primary, secondary, upper-secondary) play a
considerable role in teachers’ interest to participate in CPD courses aimed at EFL teachers.
As the results of the survey demonstrate, ELT didactics remains one of the most topical
areas of EFL teachers’ professional development to meet the requirements of the new teaching
and learning paradigm, i.e. learner-centred teaching (Estonian National Curricula, 2011,
Estonian Lifelong Learning Strategy 2020, 2014), as well as to learn about new technology-
based teaching and learning. Estonian educational world is rather competitive and teachers are
required to update their knowledge and skills on a regular basis. Therefore, practical training,
coaching and supervision, collaboration and collegial feedback are also attractive for EFL
teachers as instruments of their CPD.
English language mastery as such is also an important area of EFL teachers’ development,
especially if they are not native speakers of English (e.g. in Narva, the third largest city in
Estonia and the location of Narva College, there are no native speakers of English working
as EFL teachers in schools). The importance of language proficiency improvement is also
supported with teachers’ interest in receiving additional training (with relevant certification)
of how to prepare for, administer and assess English language level exams (e.g. IELTS, FCE,
CAE, etc.).
And finally, teachers’ interest to learn more about CLIL methodology and its
implementation in the EFL class is on the same level with other CPD areas suggested in the
survey, which reflects a general trend in Estonia and the EU to transfer language learning into
content and language integrated learning. Estonia has an extensive and resultative experience
in offering language immersion classes, though mostly in Estonian, since 1998. With the gained
experience and expertise, the focus is now also being gradually placed on CLIL in English, and
this requires new skills and knowledge from EFL teachers.
Teachers’ impressive willingness to contribute to the list of potential CPD topics for
EFL teachers confirms their enthusiasm to develop professionally (75% of the respondents
(n=218) answered the optional question to propose other areas of CPD). The diversity of the
topics suggested proves that an individual, contextualised and needs-based approach should be
employed while devising CPD courses, modules and programmes for EFL teachers.

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The research results allow to propose a module for EFL in-service teacher training in 201
Estonia, which might be included into the system of in-service EFL teacher education. This
module shall be based on three key pillars (i.e. ELT didactics and practical training, English
language mastery, and content and language integrated learning). As general issues of pedagogy
and psychology (e.g. students with special needs, gifted students, multilingual and multicultural
classes, etc.) are universal for all teachers and have been already extensively covered by in-
service training courses offered by two teacher education universities in Estonia, they are not
included in the module presented below.

Table 2. An in-service training module for EFL teachers.

An in-service training module for EFL teachers

Aim: to update teachers’ knowledge and skills of ELT methodology; to develop English language mastery; to introduce
CLIL methodology for content teaching in English.
Learning outcomes: upon completion of the module, participants
1. are aware of new trends in ELT methodology and can use them in the classroom
2. are aware of changes and varieties in today English and English language testing standards
3. are able to implement CLIL methodology in ELT classes

• New trends in ELT methodology (e.g. flipped classroom, learners’ autonomy, project-based
learning, enterprising education)
• Integrating ICT in the EFL classroom (e.g. language learning apps, web-based classroom,
ELT Didactics etc.)
• Classroom management and motivation (e.g. teaching mixed-ability classes, collaborative
learning, experiential learning, etc.)
• Materials design and student assessment (e.g. using authentic materials, authentic assess-
ment, formative assessment, self and peer-assessment, test design, etc.)

• Development of English skills (e.g. vocabulary and pronunciation, recent changes in the
English language)
English profi-
• Varieties of English
ciency
• International and state language examinations (e.g. preparation, administration, assessment,
certification).

• Core features of CLIL

• CLIL methodology
• Content teaching in English:
CLIL
• Literature in English
• History, society and culture of English-speaking countries
• Subject teaching in English

The above evidence-based module can be used as a basis for tailor-made CPD courses
for EFL teachers on condition that a preliminary study into the teaching context of a particular
school/target audience’s needs has been conducted. The module answers the requirements of
the systematic approach to in-service teacher training defined in Estonian education policy
documents.

Conclusions

In-service EFL teacher education, being the main tool of professional development of
EFL teachers, has to be addressed and developed on evidence basis and in cooperation with
all stakeholders. Nowadays education policies aimed at developing systematic and sustainable
in-service teacher training, which answers needs and demands of the rapidly changing 21st
century educational context, require from teacher education providers (both pre-service and

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202 in-service) to face the challenges and devise corresponding courses / modules / programmes.
Teacher education universities offer a wide range of in-service teacher training courses, but as
the Estonian evidence shows, these tend to be of general nature to involve all teachers’ groups.
Thus, there is a particular need to target subject-specific competences, including English
language teaching. Previous researches highlight the importance of a receptive bottom-up
approach while devising tailor-made EFL in-service teacher training programmes on the basis
of EFL teachers’ needs. The present research suggests a sample module in such a programme
based on the results of a survey into Estonian EFL teachers’ needs and includes, alongside with
traditional EFL teachers’ CPD areas (i.e. methodology and language mastery), an additional
area of content and language integrated learning, which is in line with international educational
trends. The results of the research can be further applied within the context of pre-service EFL
teacher training.

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ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)

Nina RAUD, Olga OREHHOVA. In-service training of teachers of English as a foreign language in Estonia: Mapping of trends and
opportunities

PROBLEMS
OF EDUCATION
IN THE 21st CENTURY
Vol. 75, No. 2, 2017
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Received: April 03, 2017 Accepted: April 29, 2017

Nina Raud PhD, Lecturer in English, Narva College of the University of Tartu, Raekoja
plats 2, Narva 20307, Estonia.
E-mail: [email protected]
Website: http://www.narva.ut.ee/en

Olga Orehhova MA, Lecturer in English, Narva College of the University of Tartu, Raekoja plats
2, Narva 20307, Estonia.
E-mail: [email protected]
Website: http://www.narva.ut.ee/en

ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)