Teacher Autonomy and Collaboration as Part of Integrative Teaching -- Reflections on the Curriculum Approach in Finland

Autor/inn/en	Haapaniemi, Janni; Venäläinen, Salla; Malin, Anne; Palojoki, Päivi
Titel	Teacher Autonomy and Collaboration as Part of Integrative Teaching -- Reflections on the Curriculum Approach in Finland
Quelle	In: Journal of Curriculum Studies, 53 (2021) 4, S.546-562 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haapaniemi, Janni) ORCID (Venäläinen, Salla) ORCID (Malin, Anne) ORCID (Palojoki, Päivi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2020.1759145
Schlagwörter	Professional Autonomy; Teacher Collaboration; Curriculum Development; National Curriculum; Core Curriculum; Elementary Secondary Education; Competency Based Education; Interdisciplinary Approach; Teacher Attitudes; School Culture; Principals; Administrator Role; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Berufsfreiheit; Lehrerkooperation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kerncurriculum; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerverhalten; Schulkultur; Schulleben; Principal; Schulleiter; Ausland; Finnland
Abstract	This study builds on previous work in curriculum studies by providing insight into manifestations of the interplay between curriculum traditions, that are interested in education on a global scale and emphasized in the newest curriculum reform in Finland. This reform proposes a shift towards a competency-based curriculum, emphasizes integrative teaching and obligates to multidisciplinary teaching. Here, the suggestions are analysed from teachers' perspectives. This data-based case study uses qualitative content analysis to examine interviews conducted with five teachers from three Finnish schools. The results reveal growing diversity as a result of multiple implementations of integrative teaching in Finland. Autonomy was maintained in teaching activity and provided possibilities for professional development. That being said, some limitations and challenges for integrative teaching were identified. This study argues that the ongoing curriculum reform process, which emphasizes integrative teaching, is a fruitful starting point for expanding teacher autonomy and collaboration. Further study is needed to follow the teachers' changing perceptions of teacher autonomy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01