Tatjana Kiilo
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Tatjana Kiilo has a total of 1 co-authors. Here are the top co-authors by number of shared publications:
- Dagmar Kutsar
Institute of Social Studies, University of Tartu, Tartu, Estonia
3 shared publications
Latest Publications
- 26 June 2013
- Published by Taylor & Francis in Journal of Baltic Studies
- Vol. 44 (4) , 475-502
Dilemmas Related to the Professional Self-Identity of Russian-Speaking Teachers in Estonia: Adapting and Accommodating to Changes in the Language-in-Education Domain
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.
- 26 June 2013
- Published by Taylor & Francis in Journal of Baltic Studies
- Vol. 44 (4) , 475-502
Dilemmas Related to the Professional Self-Identity of Russian-Speaking Teachers in Estonia: Adapting and Accommodating to Changes in the Language-in-Education Domain
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.
- 29 November 2012
- Published by Taylor & Francis in Educational Action Research
- Vol. 20 (4) , 587-604
Exploring constructivist social learning practices in aiding Russian-speaking teachers to learn Estonian: an action research approach
Based on appreciative inquiry and threshold concepts from an intercultural learning perspective, the article makes insights into the constructivist social learning practice of Estonian language learning amongst Russian-speaking teachers in Estonia. The application of educational action research methodology, more specifically that of Bridget Somekh’s eight methodological principles of inclusive action research, demonstrates the ways in which Estonian language learning in mentoring dyads can better empower foreign-speaking teachers’ agency compared with traditional language classes.
- 29 November 2012
- Published by Taylor & Francis in Educational Action Research
- Vol. 20 (4) , 587-604
Exploring constructivist social learning practices in aiding Russian-speaking teachers to learn Estonian: an action research approach
Based on appreciative inquiry and threshold concepts from an intercultural learning perspective, the article makes insights into the constructivist social learning practice of Estonian language learning amongst Russian-speaking teachers in Estonia. The application of educational action research methodology, more specifically that of Bridget Somekh’s eight methodological principles of inclusive action research, demonstrates the ways in which Estonian language learning in mentoring dyads can better empower foreign-speaking teachers’ agency compared with traditional language classes.
- 21 February 2012
- Published by Taylor & Francis in British Journal of Sociology of Education
- Vol. 33 (2) , 245-262
When language becomes power: Russian-speaking teachers in the bilingual general education system in Estonia
After the re-establishment of independent Estonian statehood in 1991, Russian lost its privileges as the dominant and official language in Estonia, and Estonian continued as the only official language. This paper attempts to map the position of a Russian-speaking teacher within the sociological categories of power and language, based on the analysis of legislative acts and strategic documents within the domain of language policy and language legitimization practices in historical retrospective. The main focus of the study stresses an attempt to elaborate on to what extent the low self-efficacy of Russian-speaking teachers as the agents of legitimization of the Estonian language in Russian-speaking schools, and their low position in power relations within the Estonian education system, can be explained in the categories of power and language, as conceptualized on the basis of the social theory of Bourdieu.
- 21 February 2012
- Published by Taylor & Francis in British Journal of Sociology of Education
- Vol. 33 (2) , 245-262
When language becomes power: Russian-speaking teachers in the bilingual general education system in Estonia
After the re-establishment of independent Estonian statehood in 1991, Russian lost its privileges as the dominant and official language in Estonia, and Estonian continued as the only official language. This paper attempts to map the position of a Russian-speaking teacher within the sociological categories of power and language, based on the analysis of legislative acts and strategic documents within the domain of language policy and language legitimization practices in historical retrospective. The main focus of the study stresses an attempt to elaborate on to what extent the low self-efficacy of Russian-speaking teachers as the agents of legitimization of the Estonian language in Russian-speaking schools, and their low position in power relations within the Estonian education system, can be explained in the categories of power and language, as conceptualized on the basis of the social theory of Bourdieu.