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Tradition and Innovation in Education


Edited By Airi Liimets, Marika Veisson, Pertti Kansanen and Edgar Krull

«Tradition and Innovation in Education» presents a number of articles that deal with topics as varied as outdoor education in Estonian kindergartens, student teacher lesson analysis skills, activities that bridge the theory-practice gap and the identity of academics in a changing university environment. In the light of PISA they also discuss how student awareness and the choice of different learning strategies explains the variation in reading proficiency. A user experience evaluation system is offered for pupils with profound intellectual and multiple disabilities, while living, learning and discovery learning is presented as an approach to violin studies for beginners. The volume takes a new look at creativity as being discussed too much and losing its meaning.
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The Use of Outdoor Learning from the Perspective of Preschool Teachers and Principals



According to contemporary preschool pedagogy, it is important to create opportunities that involve indoor as well as outdoor learning, thus ensuring varied and creative activities that also provide good conditions of socialization for children. The Estonian national curriculum for preschool childcare institutions (2008) emphasizes the importance of studying through games, observation, researching and testing in different environments. The goal of this research was to determine the implementation practices of outdoor education in Estonian kindergartens based on the evaluation of responses made by kindergarten teachers and principals. The research method selected for the study was a written questionnaire. A total of 204 preschool principals and 490 teachers from Estonian preschools participated. The findings of the study revealed that teachers’ and principals’ views regarding the possibilities of using outdoor learning in Estonian preschools differ. Typically, principals rated the opportunities and feasibility of using outdoor learning in preschools more highly than teachers.

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