IN teacher educatIoN currIcula: the ca Se of eStoNIa

The study addresses the tensions between the aims and objectives of global, national and local curricula and suggests solutions for mitigating these conflicts using the experience of Estonia as an example. In spite of the success of recent reforms and the good results of students in international comparisons, there are serious deficiencies: an Estonian teacher’s readiness to use professional freedom is modest, personal efficiency, job satisfaction, and students’ motivation to learn is low: there are few outstanding performers. The aim of the study is to propose and analyse a teacher education curriculum innovation model for overcoming the problem. Adaptive model for curriculum design is presented where the predominant outcomeoriented approach was replaced and focus on teaching and learning processes was highlighted, the logic of design in curriculum development was implemented. A model for the practice component of teacher