Teachers' Perceptions of the Curricula of the Soviet and Post-Soviet Eras: A Case Study of Estonian Pre-School Teachers

Autor/inn/en	Tuul, Maire; Ugaste, Aino; Mikser, Rain
Titel	Teachers' Perceptions of the Curricula of the Soviet and Post-Soviet Eras: A Case Study of Estonian Pre-School Teachers
Quelle	In: Journal of Curriculum Studies, 43 (2011) 6, S.759-781 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2011.596225
Schlagwörter	National Curriculum; Curriculum Development; Semi Structured Interviews; Foreign Countries; Teachers; Teacher Educators; Teacher Role; Educational Change; Preschool Teachers; Social Change; Teacher Attitudes; Professional Autonomy; Case Studies; Estonia; Europe + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Bildungsreform; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Sozialer Wandel; Lehrerverhalten; Berufsfreiheit; Case study; Fallstudie; Case Study; Estland; Europa
Abstract	Broadening the role of teachers in curriculum development was among the fundamental objectives of educational reforms in the formerly communist Eastern Europe in the 1990s. The research done so far, however, calls into question the degree to which teachers perceive the relevant changes in curriculum and their new role. This article first describes the context of curricular changes in Eastern Europe and Estonia after the fall of communism. It then analyses Estonian pre-school teachers' perceptions of national pre-school curricula utilized in two different eras: the late Soviet period and the period from 1999 to date in a sovereign Estonia. Data were gathered via semi-structured interviews. Thirty-one experienced teachers participated in the study. It was concluded that teachers generally apprehend the broadened meaning of the concept of curriculum and their augmented role as reflective curriculum makers and theorists. However, differences emerge between teachers' perceptions of their new role and their readiness to adopt it. Regarding the reported generality and indefiniteness of the new national curriculum, teachers need more assistance for implementing the autonomy and self-responsibility imposed on them by the curriculum. A balance between self-responsibility and professional advice should be sought by both curriculum makers and teacher educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10