Vol. 8 No. 2 (2020)

Published: 2020-11-01

Preface

Preface

Maria Erss, Katrin Saks, Meril Ümarik

1-6
- pdf (Estonian)

Articles

Connecting professionalism, learning and identity

Manon C. P. Ruijters, P. Robert-Jan Simons

7-31
- pdf (Estonian)
Connecting professionalism, learning and identity

Manon C. P. Ruijters, P. Robert-Jan Simons

32-56
- pdf
Relations between teachers’ approaches to teaching and students’ perceptions of enhancing and hindering elements of the teaching-learning environment

Kai Uiboleht, Mari Karm

57-84
- pdf (Estonian)
The main benefits and challenges of implementing a guided reflection procedure as perceived by student teachers and teachers

Raili Allas, Äli Leijen, Auli Toom

85-110
- pdf (Estonian)
The understandings of practitioner-lecturers on professional hybrid-identity

Elina Reva, Marvi Remmik

111-137
- pdf (Estonian)
A model of inclusive education in the context of Estonian preschool education: a systematic literature review

Pille Nelis, Margus Pedaste

138-163
- pdf (Estonian)
Principles and goals that determine the choice of Estonian language and mathematics learning materials as reported by pre-school and primary school teachers

Merle Taimalu, Krista Uibu, Heily Leola

164-191
- pdf (Estonian)
Teacher cyberbullying and possible interventions at school: a view of teachers experiencing student cyberbullying

Kätlyn Jürisaar, Andra Siibak

192-218
- pdf (Estonian)
Looking for the "inexplicable something": which aspects form a school’s reputation?

Mari-Liis Tikerperi

219-244
- pdf (Estonian)
Practices supporting values education and its assessment in Estonian schools

Mari-Liisa Parder, Helen Hirsnik

245-271
- pdf (Estonian)

Book review

Kasvatusest üleilmsete kriiside ajastul

Tiiu Kuurme

272-279
- pdf (Estonian)