Challenging Traditional Classroom Practices: Swedish Teachers' Interplay with Finnish Curriculum Materials

Autor/inn/en	Hemmi, Kirsti; Krzywacki, Heidi; Liljekvist, Yvonne
Titel	Challenging Traditional Classroom Practices: Swedish Teachers' Interplay with Finnish Curriculum Materials
Quelle	In: Journal of Curriculum Studies, 51 (2019) 3, S.342-361 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liljekvist, Yvonne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2018.1479449
Schlagwörter	Foreign Countries; Elementary School Teachers; Curriculum; Mathematics Instruction; Educational Change; Global Approach; Instructional Materials; Teaching Methods; Cultural Influences; Elementary School Mathematics; Teacher Attitudes; Sweden; Finland + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Curricula; Lehrplan; Rahmenplan; Mathematics lessons; Mathematikunterricht; Bildungsreform; Globales Denken; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural influence; Kultureinfluss; Elementare Mathematik; Schulmathematik; Lehrerverhalten; Schweden; Finnland
Abstract	In the current paper, we present an analysis of a case study in which we have followed Swedish primary teachers who voluntarily began using translated Finnish curriculum materials, i.e. a textbook and teacher guide, in order to reform their mathematics teaching. The multifaceted data, consisting of questionnaires, interviews, protocols from collegial meetings and classroom observations, were gathered during the period 2010-2014. The analysis of the interplay within this cross-cultural setting reveals the special characteristics and the challenges existing in practice. Both the experienced and inexperienced teachers offloaded a great deal of their agency to the materials in order to become familiar with the ideas they mediated. Yet, the lack of a clear rationale behind the organization of the materials, as well as the suggested activities connected to taken-for-granted features of the Finnish teaching tradition, made fruitful interaction problematic. The changes teachers made in their classroom practice were tightly connected to the support offered in the materials, without which the teachers abandoned their new classroom patterns. Based on the results of this study, we suggest a number of general aspects that we regard as important to consider when implementing curriculum materials developed within another cultural-educational context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01