Morozov, Viatcheslav, juhendajaTrasberg, Karmen, juhendajaTrocin, AnaTartu Ülikool. Sotsiaal- ja haridusteaduskondTartu Ülikool. Riigiteaduste instituut2016-01-132016-01-132011http://hdl.handle.net/10062/50150Teacher mobility is a process with old routes in the history, but its importance was emphasized only in the past 25 years, once education sector of member states became an important subject on European agenda. The interest for teacher mobility and as a result the great support provided emerged along with establishment of main priorities of European Union among which raising awareness of member states citizens about EU citizenships became a primary goal. In this order Lifelong Learning Programme Comenius was especially designed for the education area to offer the framework to schools‘ actors for participation in international mobility activities. Theoretical framework regarding mobility ―as a process of change affecting modes of behaviour or trajectories of individuals or social groups‖ was enriched concomitantly. Besides the positive achievements on the path of teacher mobility developments, there were met obstacles and limits discussed in the specialized literature on education and teacher mobility. On the other hand precise estimates on teacher mobility in Estonia comprising researches on affects and teachers‘ approach towards mobility are lacking. This research was carried out to identify the main factors affecting the decision making process of teachers from Estonian schools from Ida-Virumaa and Harjumaa to participate in international mobility activities in the frame of Comenius programme. Furthermore policy recommendations were made based on the findings in the study in order to decrease the negative impact of the identified factors on teachers‘ approach towards international mobility.enmagistritöödõpetajadelukestev õpeComenius (haridusprogramm)HarjumaaIda-VirumaaEestiThesis