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Dilemmas Related to the Professional Self-Identity of Russian-Speaking Teachers in Estonia: Adapting and Accommodating to Changes in the Language-in-Education Domain

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  • Tatjana Kiilo
  • Dagmar Kutsar

Abstract

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.

Suggested Citation

  • Tatjana Kiilo & Dagmar Kutsar, 2013. "Dilemmas Related to the Professional Self-Identity of Russian-Speaking Teachers in Estonia: Adapting and Accommodating to Changes in the Language-in-Education Domain," Journal of Baltic Studies, Taylor & Francis Journals, vol. 44(4), pages 475-502, December.
    • Handle: RePEc:taf:rbalxx:v:44:y:2013:i:4:p:475-502
    DOI: 10.1080/01629778.2013.805503
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    Cited by:

    1. Svetlana L’nyavskiy-Ekelund & Maarja Siiner, 2017. "Fostering Social Inclusion through Multilingual Habitus in Estonia: A Case Study of the Open School of Kalamaja and the Sakala Private School," Social Inclusion, Cogitatio Press, vol. 5(4), pages 98-107.

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