Teachers’ Views of Curriculum Policy
The Case of Estonia
Bibliographic Data
| ID | 8404101 |
|---|---|
| Authors | Maria Erss (0000-0002-2202-1481, Tallinn University, corresponding author), Rain Mikser (0000-0001-8299-1271, Tallinn University), Erika Löfström (0000-0002-0838-9626, University of Helsinki), Aino Ugaste (0000-0003-4235-7270, Tallinn University), Vadim Rõuk (0000-0001-6067-5358, Tallinn University), Juta Jaani (University of Tartu) |
| Year | 2014 |
| Volume | 62 |
| Issue | 4 |
| Pages | 393-411 |
| Publication date | 2014-10-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00071005.2014.941786 |
| OpenAlex | W1997670382 |
| Language | EN |
| Citations received | 8 |
| References cited | 34 |
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 system where both input and output are centrally controlled.Keywords: curriculum policyEstoniadecentralisationteacher autonomy 8. AcknowledgementThis research was funded by the Archimedes Foundation EDUKO programme, under Grant TA7610.Notes1 The letter and number combinations following each participant refer to their subject and years of teaching experience (E, Estonian language and literature; EL, elementary education; F, French; G, German; H, history; HC, handicrafts; M, mathematics; S, science)
Autonomy · Curriculum · Decentralization · Delegation · Estonian · German · Linguistics · Mathematics education · Pedagogy · Political science · Rhetoric · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · History · Law · Psychology · Public Administration · Teacher Education and Leadership Studies
Conceptualisation of learning to learn competence and the challenges of implementation
Context without future
Discourses of teacher autonomy and the role of teachers in Estonian, Finnish and Bavarian teachers' newspapers in 1991–2010
Four modes of transformative agency
Teachers’ feelings of curriculum ownership
To Stay or Not to Stay
Historical and Cultural Refractions in Recent Education Transitions
Looking Through Teachers’ Eyes – Investigating Teacher Agency
Neoliberalism and the Global Restructuring of Knowledge and Education
External reform initiatives and teachers' efforts to reconstruct their practice
Content analysis and thematic analysis
Reflection of Cross-Curricular Ideas in the Estonian Curricula of General Education
Schools as Curriculum Agencies
Breaking the centre–periphery mould
School‐based management and citizen participation
Times of educational change
Decentralized centralism
Life in the Pressure Cooker – School League Tables and English and Mathematics Teachers’ Responses to Accountability in a Results-Driven Era
Accountability and Sanctions in English Schools
Years on
Reinventing the Past
"General Report on the Symposium "Educational Reforms in Central and Eastern Europe
Using thematic analysis in psychology
Transformation of Education Systems
A Matter of Self-Governance and Control The Reconstruction of Swedish Education Policy
Criteria for assessing the trustworthiness of naturalistic inquiries
| Unique citing works | 8 |
|---|---|
| Citations per year | 1 |
| Citation span | 2018 - 2025 (8) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |