The collection reports changes in the identities of teachers, and differences in lesson planning among novice and experienced teachers. Language competence and the structure of argumentation in examination compositions have also been studied. The learning strategy explained 33% of the variance in PISA 2009 reading results.

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.

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.