Finnish teachers’ participation in local curriculum development
A study of processes in five school contexts
Bibliographic Data
| ID | 21728328 |
|---|---|
| Authors | Mia Heikkilä (0000-0003-3361-348X, Åbo Akademi University, corresponding author) |
| Year | 2021 |
| Volume | 19 |
| Issue | 7 |
| Pages | 752-769 |
| Publication date | 2021-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Policy Futures in Education (JOURNAL) |
| Journal identifiers | ISSN: 1478-2103 • E-ISSN: 1478-2103 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1478210320967816 |
| OpenAlex | W3104889842 |
| Language | EN |
| Citations received | 4 |
| References cited | 31 |
For many years, teachers have been involved in developing the national curricula in Finland in various ways. Teachers’ involvement in curriculum design and implementation has, during the last national curriculum implementation process, increased locally to strengthen their confidence in and knowledge of the national curriculum’s multifaceted content. The purpose of this article is to broaden the knowledge of teacher involvement in the recent curriculum process in Finland; more specifically, to examine teachers’ participation in local curriculum work. In this qualitative study, interviews were the primary method used to gather empirical data. Hansén’s (1998) ideas of different levels of teacher professionalization are used as a framework for the analysis. The results show that ways of organizing involvement, management of involvement and use of time in the local curriculum process are crucial factors in teachers’ participation and partly determine their degree of participation. The results also suggest that teachers’ awareness of how the curriculum is linked to their collective collaborative and continuous work is relatively high, but it is not entirely clear how the four steps are integrated in the professional language
Curriculum · Curriculum development · Curriculum mapping · Curriculum theory · Emergent curriculum · Mathematics education · National curriculum · Pedagogy · Professional development · Professionalization · Qualitative research · Social science · Sociology · Collaborative Teaching and Inclusion · Engineering · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
Research Methods in Education
Four Ages of Professionalism and Professional Learning
Teacher voice and ownership of curriculum change
Thematic analysis.
The Finnish miracle of Pisa
A comparative analysis of primary teacher professionalism in England and Finland
Teacher Identity and Curriculum Change
Education policies for raising student learning
A longitudinal study of primary teachers’ perceived competence in, and concerns about, National Curriculum implementation
Towards a Learning Profession
Reflexive methodology
Teacher professional identity
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |