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

Jenni Sullanmaa, Kirsi Pyhältö, Tiina Soini, Janne Pietarinen

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Sammanfattning

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.
Originalspråkengelska
TidskriftCurriculum and Teaching
Volym34
Utgåva2
Sidor (från-till)27-49
Antal sidor23
ISSN0726-416X
DOI
StatusPublicerad - 2019
MoE-publikationstypA1 Tidskriftsartikel-refererad

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  • 516 Pedagogik

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