Teacher autonomy and collaboration as part of integrative teaching - Reflections on the curriculum approach in Finland.

Autor/inn/en	Haapaniemi, Janni; Venäläinen, Salla; Malin, Anne; Palojoki, Päivi
Titel	Teacher autonomy and collaboration as part of integrative teaching - Reflections on the curriculum approach in Finland.
Quelle	In: Journal of curriculum studies, 53 (2021) 4, S. 546-562Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2020.1759145
Schlagwörter	Lehrfreiheit; Curriculum; Kooperation; Lehrfreiheit; Integrierender Unterricht; Curriculum; Kooperation
Abstract	This study builds on previous work in curriculum studies by providing insight into manifestations of the interplay between curriculum traditions, that are interested in education on a global scale and emphasized in the newest curriculum reform in Finland. This reform proposes a shift towards a competency-based curriculum, emphasizes integrative teaching and obligates to multidisciplinary teaching. Here, the suggestions are analysed from teachers' perspectives. This data-based case study uses qualitative content analysis to examine interviews conducted with five teachers from three Finnish schools. The results reveal growing diversity as a result of multiple implementations of integrative teaching in Finland. Autonomy was maintained in teaching activity and provided possibilities for professional development. That being said, some limitations and challenges for integrative teaching were identified. This study argues that the ongoing curriculum reform process, which emphasizes integrative teaching, is a fruitful starting point for expanding teacher autonomy and collaboration. Further study is needed to follow the teachers' changing perceptions of teacher autonomy.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2021/4