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Lifelong Learning and Teacher Development


Edited By Jaan Mikk, Marika Veisson and Piret Luik

The papers in this collection contribute to our understanding of several aspects of lifelong learning. Two papers highlight the characteristics of reflection among teachers including self-evaluation and blogging. Two other papers study cooperation in lifelong learning – one, the impact of communities on professional learning among university lecturers, and the other, teacher-principal-parent partnerships in early childhood education. Universities offer a variety of courses and one paper analyses the impact on students of a course in educational psychology.
The experience of dilemmas in history teaching is described in the next paper, and the reading habits of Estonian adolescents according to the PISA study are analysed in the final paper.


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There are continuous and often rapid changes in the lives of all people who have to adapt themselves to change and seize opportunities to participate in work and everyday activities. People have to develop their capabilities in different con- texts and should be continuously learning. Lifelong learning is essential for the success of every individual and society, and it should be developed in schools and universities. Therefore, it is not surprising that in recent years the practice and theory of lifelong learning has became a focus of scientific studies in Esto- nia in the area of teacher training and development. The current publication presents research conducted by our professors and doctoral students. Its primary topic is high school and university teacher development, which is explored from several perspectives: reflection on one’s own activities, dilemmas in teaching, cooperation with parents and the community. In addition, the use of the internet and blogging in lifelong learning is also explored, as is the reading level of Estonian adolescents according to PISA tests as a basis for learning in the concluding paper. There was considerable interest in publishing articles in this collection. We received 23 proposals; however, not all proposals exhibited the required scien- tific rigour. Sixteen manuscripts were submitted and blind reviewed by the members of the editorial board and other academics all with PhD qualifications in their field. One reviewer for every paper was from Estonia and the other from abroad. Nine papers successfully passed the review and redrafting process and are...

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