On 1st of June at 10.00 Tiiu Leibur will defend her doctoral thesis “Potential of learning analytics to support teachers’ professional development and application for professional qualifications”.
Supervisors:
Associate Professor Katrin Saks (PhD, University of Tartu)
Professor Irene-Angelica Chounta (PhD, University of Duisburg-Essen)
Opponent:
Professor Lina Kaminskienè (PhD, Vytautas Magnus University, Lithuania)
Summary:
This doctoral thesis examines the development and evaluation of Kutsepeegel, a digital application that uses learning analytics to support teachers’ professional self-assessment, development, and qualification in accordance with Estonian and European professional standards. The research aims to make self-assessment more structured and meaningful while strengthening evidence-based professional learning.
The research identified major challenges in existing qualification procedures, including difficulties selecting appropriate qualification levels, inconsistent interpretation of standards, and the complexity of collecting evidence. Teachers often reported uncertainty in assessing their competencies and limited self-analytical skills. Stakeholders also highlighted the importance of school leaders’ involvement. Based on these findings, Kutsepeegel was designed to support reflective practice, self-regulation, and evidence collection.
There are four key functional areas that shape the tool: monitoring self-assessment and visualising competencies, identifying developmental needs, aligning competencies with standards, and managing evidence. Kutsepeegel enables secure authentication, evidence upload, and collaborative feedback among teachers, school leaders, and evaluators.
The final study assessed the usability and impact of Kutsepeegel. Results showed that the tool enhanced teachers’ reflective thinking, improved their ability to gather evidence, and increased readiness to apply for qualification. Teachers appreciated the clear guidance, visual summaries, and feedback mechanisms, while evaluators noted greater consistency, transparency, and efficiency. It was also regarded as more trustworthy than the present portfolio systems. Overall, the thesis demonstrates that Kutsepeegel strengthens reflective and evidence-based practice, reduces administrative burden, promotes professional autonomy and confidence, and improves communication between teachers and evaluators. It aligns well with national and European policy of education and offers a solid foundation for school-based qualification procedures.
The Kutsepeegel enabless an unambiguous interpretation of professional standards, thereby rendering self-assessment more structured and comprehensible. It supports teachers in shaping their professional identity and engaging in continuous, meaningful professional growth.
