Rain Mikser
Biographic Data
| ID | 5013715 |
|---|---|
| NAME | Rain Mikser |
| GIVEN NAMES | Rain |
| FAMILY NAME | Mikser |
| SIGNATURE | MIKSER R |
| AFFILIATIONS | Tallinn University |
| ORCID | 0000-0001-8299-1271 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Clarifying Project-Based Learning in Early Childhood Education: A Systematic Literature Review
Enhancing teacher education program coherence: A six-year study on student perspectives in Estonia
Historical and Cultural Refractions in Recent Education Transitions: The Example of Former Socialist European Countries
Thirty years after the demise of the Soviet bloc, there still persists a rhetoric of differentiation and a discursive polarisation between the Western and the non-Western educational thinking and practices. This rhetoric overshadows a potential similarity, or homogeneity, between the dominant and several marginalised contexts. Regional, local and personal variations are prematurely attributed to fundamental, if often poorly argued, cultural diffe…
Refrações históricas e culturais nas transições educacionais recentes: O Exemplo Dos Países Europeus Do Antigo Bloco Socialista
Trinta anos após a queda do bloco soviético, ainda persiste uma retórica de diferenciação e polarização discursiva entre os padrões educacionais ocidentais e não ocidentais. Tal retórica ofusca uma semelhança potencial, ou homogeneidade, entre os diversos contextos dominantes e marginalizados. Variações regionais, locais e pessoais são prematuramente atribuídas a diferenças culturais fundamentais, embora muitas vezes mal fundamentadas. Procuramos…
What constitutes teachers’ general pedagogical knowledge and how it can be assessed: A literature review
Teachers’ knowledge has been an important research focus for many decades. Although many empirical studies have been carried out regarding content knowledge and pedagogical content knowledge, less attention has been paid to general pedagogical knowledge (GPK). The focus of this study is the exploration of different definitions and dimensions of GPK and how it has been assessed. A systematic literature review was conducted on the EBSCOhost Web fol…
Teachers’ feelings of curriculum ownership: The Estonian case
The post-Soviet transition agenda in the Baltic states included changing the role of teachers from passive recipients of top-down orders to active curriculum developers who feel ownership over curriculum decision-making. Recent studies have seriously questioned the achievement of this goal. In this article, we aim to elucidate Estonian schoolteachers’ feelings of curriculum ownership as expressed in a questionnaire that asked about their role as …
Teachers’ Views of Curriculum Policy: The Case of Estonia
Unlike in England, since the late 1980s the rhetoric of curriculum reforms has been overwhelmingly decentralist in many countries. However, decentralisation has often involved the delegation of centrally appointed tasks, rather than a real shift in power. The Estonian case demonstrates how a decentralised curriculum policy with centralised control can have the same de-professionalising effect on teachers' perceived professional autonomy as does a…
Reflection of Cross-Curricular Ideas in the Estonian Curricula of General Education: An Historical Study; Pp. 34–53
This study explores the development of a specific version of written curricula that have comprehensive general parts reflecting cross-curricular ideas in a holistic way. The curricular thinking was analysed in categories of organizational patterns and varieties of design, comprehensiveness, and lucidity of presentation. A comparative analysis was carried out in three phases, involving the reconstruction of general parts of Estonian curricula of e…
Developing New Teacher Education Curricula: Why Should Critical Rationalist Epistemology Talk Louder
This paper concentrates on the legitimisation of two basic traditions of teacher education: educational psychology in Anglo-American countries and Didaktik in continental European countries. Having been developed and reinforced largely by empirical research carried out in accordance with their own conceptual premises, these two traditions, when used together in teacher education, cause terminological vagueness and casual overlap of the curriculum…
Teachers’ Views of Curriculum Policy: The Case of Estonia
Unlike in England, since the late 1980s the rhetoric of curriculum reforms has been overwhelmingly decentralist in many countries. However, decentralisation has often involved the delegation of centrally appointed tasks, rather than a real shift in power. The Estonian case demonstrates how a decentralised curriculum policy with centralised control can have the same de-professionalising effect on teachers' perceived professional autonomy as does a…
Historical and Cultural Refractions in Recent Education Transitions: The Example of Former Socialist European Countries
Thirty years after the demise of the Soviet bloc, there still persists a rhetoric of differentiation and a discursive polarisation between the Western and the non-Western educational thinking and practices. This rhetoric overshadows a potential similarity, or homogeneity, between the dominant and several marginalised contexts. Regional, local and personal variations are prematurely attributed to fundamental, if often poorly argued, cultural diffe…
Developing New Teacher Education Curricula: Why Should Critical Rationalist Epistemology Talk Louder
This paper concentrates on the legitimisation of two basic traditions of teacher education: educational psychology in Anglo-American countries and Didaktik in continental European countries. Having been developed and reinforced largely by empirical research carried out in accordance with their own conceptual premises, these two traditions, when used together in teacher education, cause terminological vagueness and casual overlap of the curriculum…
Reflection of Cross-Curricular Ideas in the Estonian Curricula of General Education: An Historical Study; Pp. 34–53
This study explores the development of a specific version of written curricula that have comprehensive general parts reflecting cross-curricular ideas in a holistic way. The curricular thinking was analysed in categories of organizational patterns and varieties of design, comprehensiveness, and lucidity of presentation. A comparative analysis was carried out in three phases, involving the reconstruction of general parts of Estonian curricula of e…
Teachers’ Views of Curriculum Policy: The Case of Estonia
Unlike in England, since the late 1980s the rhetoric of curriculum reforms has been overwhelmingly decentralist in many countries. However, decentralisation has often involved the delegation of centrally appointed tasks, rather than a real shift in power. The Estonian case demonstrates how a decentralised curriculum policy with centralised control can have the same de-professionalising effect on teachers' perceived professional autonomy as does a…
What constitutes teachers’ general pedagogical knowledge and how it can be assessed: A literature review
Teachers’ knowledge has been an important research focus for many decades. Although many empirical studies have been carried out regarding content knowledge and pedagogical content knowledge, less attention has been paid to general pedagogical knowledge (GPK). The focus of this study is the exploration of different definitions and dimensions of GPK and how it has been assessed. A systematic literature review was conducted on the EBSCOhost Web fol…
Teachers’ feelings of curriculum ownership: The Estonian case
The post-Soviet transition agenda in the Baltic states included changing the role of teachers from passive recipients of top-down orders to active curriculum developers who feel ownership over curriculum decision-making. Recent studies have seriously questioned the achievement of this goal. In this article, we aim to elucidate Estonian schoolteachers’ feelings of curriculum ownership as expressed in a questionnaire that asked about their role as …
Historical and Cultural Refractions in Recent Education Transitions: The Example of Former Socialist European Countries
Thirty years after the demise of the Soviet bloc, there still persists a rhetoric of differentiation and a discursive polarisation between the Western and the non-Western educational thinking and practices. This rhetoric overshadows a potential similarity, or homogeneity, between the dominant and several marginalised contexts. Regional, local and personal variations are prematurely attributed to fundamental, if often poorly argued, cultural diffe…
Refrações históricas e culturais nas transições educacionais recentes: O Exemplo Dos Países Europeus Do Antigo Bloco Socialista
Trinta anos após a queda do bloco soviético, ainda persiste uma retórica de diferenciação e polarização discursiva entre os padrões educacionais ocidentais e não ocidentais. Tal retórica ofusca uma semelhança potencial, ou homogeneidade, entre os diversos contextos dominantes e marginalizados. Variações regionais, locais e pessoais são prematuramente atribuídas a diferenças culturais fundamentais, embora muitas vezes mal fundamentadas. Procuramos…
Enhancing teacher education program coherence: A six-year study on student perspectives in Estonia
Clarifying Project-Based Learning in Early Childhood Education: A Systematic Literature Review
Mathematics education (6 works) · Psychology (6 works) · Global Educational Policies and Reforms (5 works) · Pedagogy (5 works) · Political science (5 works) · Sociology (5 works) · Teacher Education and Leadership Studies (5 works) · Curriculum (4 works) · Educator Training and Historical Pedagogy (3 works) · Estonian (3 works)