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

Jenni Sullanmaa | Zendy; Kirsi Pyhältö | Zendy; Tiina Soini | Zendy; Janne Pietarinen | Zendy

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

Author(s) -

Jenni Sullanmaa,

Kirsi Pyhältö,

Tiina Soini,

Janne Pietarinen

Publication year - 2019

Publication title -

curriculum and teaching

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.136

H-Index - 5

eISSN - 2201-0602

pISSN - 0726-416X

DOI - 10.7459/ct/34.2.03

Subject(s) - curriculum , coherence (philosophical gambling strategy) , perception , context (archaeology) , mathematics education , psychology , national curriculum , pedagogy , curriculum development , geography , mathematics , statistics , archaeology , neuroscience

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.

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