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.

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 2001; 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.

Contents: Karmen Kalk/Piret Luik/Merle Taimalu: Blogging and Self-Evaluations on the Use of Reflection in Teacher Education – Liina Lepp/Marvi Remmik/Elina Reva: Awareness of the Reflection Process Among Teachers from Two Estonian Counties – Anu Haamer/Mari Karm/James E. Groccia: The Impact of Communities of Practice on University. Teacher Professional Learning and Professional Identity – Silvi Suur/Marika Veisson: Teacher-Principal-Parent Understandings of Partnership in Early Childhood Education: A Comparative Study – Kristi Vinter/Andra Siibak: The Role of Parents in Guiding Pre-School Children’s Use of Computers and the Internet: Analyzing Perceptions of Estonian Children and Parents – Edgar Krull/Ingrid Raudsepp: Developmental Changes in Student Teachers’ Conceptions of Learning and Teaching Resulting from Studying a Course in Educational Psychology – Katrin Kello/Halliki Harro-Loit: Recognising Dilemmas in Teaching History - A Tool for Increasing Teacher Autonomy – Aivar Ots/Äli Leijen/Margus Pedaste: The Relationship Between Doctoral Student’ Progress in Studies and Coping with Occupational and Family Responsibilities – Helin Puksand: Reading Habits of Estonian Adolescents - A Basis for Lifelong Learning. Inhaltsverzeichnis