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Early Child Development and Care Volume 185, 2015 - Issue 11-12: Early Childhood Pedagogy
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Articles

Estonian preschool teachers' aspirations for curricular autonomy – the gap between an ideal and professional practice

Maire TuulInstitute of Educational Sciences, Tallinn University, Tallinn, EstoniaCorrespondence[email protected]
,
Rain MikserInstitute of Educational Sciences, Tallinn University, Tallinn, Estonia
,
Evelyn NeudorfInstitute of Educational Sciences, Tallinn University, Tallinn, Estonia
&
Aino UgasteInstitute of Educational Sciences, Tallinn University, Tallinn, Estonia
Pages 1845-1861 | Received 14 Dec 2014, Accepted 25 Feb 2015, Published online: 20 Apr 2015

Citations (5)

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Read on this site (3)

Piret Viirpalu, E. Krull & R. Mikser. (2022) Teachers’ feelings of curriculum ownership: the Estonian case. Journal of Baltic Studies 53:3, pages 373-395.
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Rain Mikser, Tiia Õun, Maire Tuul, Airi Kukk & Diana Hussar. (2021) Novice preschool teachers’ professional skills as assessed by preschool principals and the novice teachers themselves. Journal of Early Childhood Teacher Education 42:4, pages 437-454.
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Merilin Kimer, Maire Tuul & Tiia Õun. (2016) Implementation of different teaching approaches in early childhood education practices in Estonia. Early Years 36:4, pages 368-382.
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Articles from other publishers (2)

Nilay T. BÜMEN. (2019) Türkiye’de Merkeziyetçiliğe Karşı Özerklik Kıskacında Eğitim Programları: Sorunlar ve ÖnerilerCurriculum in the Claws of Autonomy Against Centralism in Turkey: Issues and Suggestions. Kastamonu Eğitim Dergisi 27:1, pages 175-185.
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Dandy George, Stephen Kwakye & Uriel Amuah. (2016) Freedom to Choose within Limits: Teacher Autonomy from the Perspectives of Basic School Teachers in Ghana. European Journal of Educational Management 2:1, pages 35-44.
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