Trajectories of Teachers' Perceived Curriculum Coherence in the Context of Finnish Core Curriculum Reform

Autor/inn/en	Sullanmaa, Jenni; Pyhältö, Kirsi; Soini, Tiina; Pietarinen, Janne
Titel	Trajectories of Teachers' Perceived Curriculum Coherence in the Context of Finnish Core Curriculum Reform
Quelle	In: Curriculum and Teaching, 34 (2019) 2, S.27-49 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-416X
DOI	10.7459/ct/34.2.03
Schlagwörter	Curriculum Development; Educational Change; Curriculum Implementation; Foreign Countries; Teacher Role; Teaching Methods; Teacher Attitudes; Profiles; Faculty Development; Core Curriculum; Measurement; School Districts; Elementary School Teachers; Secondary School Teachers; Correlation; Individual Differences; Finland + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Ausland; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Charakterisierung; Profilanalyse; Kerncurriculum; Messverfahren; School district; Schulbezirk; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Korrelation; Individueller Unterschied; Finnland
Abstract	Teachers play a key role in transforming the national curriculum reform into classroom practice. This study explored individual variation in Finnish teachers' (N = 901) perceptions of curriculum coherence during a one-year follow-up during the early stages of its implementation in schools. Latent profile analysis revealed five distinctive profiles. The development of perceived curriculum coherence over the two measurements and the perceived school-level impact of the reform differed between the profiles. The results imply that teachers may need various kinds of support to arrive at a coherent understanding of the curriculum over the process of its development and implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01