Literaturnachweis - Detailanzeige
| Autor/inn/en | Vulliamy, Graham; u.a. |
|---|---|
| Titel | Teacher identity and curriculum change: a comparative case-study analysis of small schools in England and Finland. |
| Quelle | In: Comparative education, 33 (1997) 1, S. 97-115Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 73 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0305-0068 |
| Schlagwörter | Einstellung (Psy); Schulreform; Planung; Primarbereich; Lehrer; Curriculum; Unterricht; Wertorientierung; Internationaler Vergleich; Durchführung; Reform; England; Finnland; Großbritannien |
| Abstract | The findings reported in this article form part of a wider comparative research project investigating the processes of curriculum change in primary schools in England and Finland. This comparison has a special interest because in many respects the current policies of the two countries are moving in opposite directions, with Finland dismantling its long-standing subject-based national curriculum and encouraging school- based curricula incorporating integrated topic work. Data are presented from qualitative research case studies of four schools -two in each country- in relation to three themes: teachers' values, curriculum and classroom organisation and curriculum planning. It is argued that teachers' self-identities are powerful mediators in terms of their interpretations of and reponses to imposed changes and that the ethos of very small schools enables teachers to preserve their prior value systems more easily than their colleagues in other schools.(DIPF/ Abstract übernommen) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 1998_(CD) |
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