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Several topics in contemporary educational research in Estonia have been covered in this collection. The professional identities of vocational teachers have been studied in relation to their new professional roles. Important differences in lesson planning have been found between novice and experienced teachers. A longitudinal study of the development of language competence revealed that it is important to provide students with tasks suited to their cognitive level. The metacognitive learning strategy summarizing alone explained 33% of the variation in the reading results of the 2009 PISA study between schools in Estonia. Student argumentation in state exam compositions showed differences on the basis of gender and school type.
List of contents
Contents: Meril Ümarik/Sirje Rekkor: Diversification of Students and Professional Roles of Vocational Teachers: Teachers' Individual Approaches to Negotiate Work Identities - Anne Okas/Marieke van der Schaaf/Edgar Krull: Novice and Experienced Teachers' Personal Practical Knowledge in Planning Lessons - Krista Uibu/Kristiina Tropp: Longitudinal Study of the Development of Language Competence among Estonian 4th and 5th Grade Students - Ülle Säälik/Antero Malin/Kari Nissinen: The Role of Learning Strategies in PISA 2009 in Estonia: Metacognitive Skillfulness Giving Readers a Head Start - Merle Kaldjärv: Differences in the Argumentation of the State Examination Compositions by Male and Female Students of Various School Types.
About the author
Jaan Mikk, Professor of Education (since 1983) and Professor Emeritus (since 2005) at the University of Tartu; publications on school textbooks and achievement tests.
Marika Veisson, Professor of Early Childhood Education at the University of Tallinn since 1988; publications on early childhood, child and adolescent development, school and family partnership.
Piret Luik, Associate Professor of Educational Technology at the University of Tartu since 2005; publications on ICT in education.
