Enhancing teachers’ curriculum ownership via teacher engagement in state-based curriculum-making: the Estonian case

Mikser, Rain; Kärner, Anita; Krull, Edgar

doi:10.1080/00220272.2016.1186742

Cited by 13 publications

(16 citation statements)

References 31 publications

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“…A more bottom-up and participative process should take place. On the one hand, this provides the teachers, as final implementers of curricular ideas, a way to identify themselves with these ideas [48]. Besides ownership for schools and teachers, it can be, on the other hand, beneficial for students as well.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

Connecting Sustainable Development and Heritage Education? An Analysis of the Curriculum Reform in Flemish Public Secondary Schools

Doorsselaere

2021

Sustainability

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Heritage education is understood to be multifaceted. The way it is approached and conceived in formal educational contexts can differ according to the emphasis policy makers wish to establish. In Flanders, a region within Belgium, a curriculum reform took shape over the last seven years. This paper explores the recently introduced curriculum in Flemish secondary education, in light of Agenda 2030 for Sustainable Development. The main aim is to investigate how heritage education and sustainability fit into the newly developed curriculum framework, and the way they are interlinked on a conceptual level. The qualitative research draws on a screening of policy texts, learning outcomes, and additional interviews with policy advisors. The results show that heritage education is implicitly present. Cross-curricular opportunities are built-in and can be linked to (a) cultural awareness and expression; (b) historical consciousness; (c) citizenship; and (d) intercultural communication. Sustainable development, and more specific ESD, anchored itself firmly and more explicitly into the framework as a transversal key competence as well. However, clear connections to heritage education are not set up in the learning outcomes.

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Section: Discussion and Recommendationsmentioning

confidence: 99%

Connecting Sustainable Development and Heritage Education? An Analysis of the Curriculum Reform in Flemish Public Secondary Schools

Doorsselaere

2021

Sustainability

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“…Estonian teachers experience the same secondary involved in the curriculum process. Study results reported by Mikser et al (2016) demonstrated that Estonian teachers did not experience ownership of the curriculum due to compartmentalization and segmentation during the development process. In a Swedish study by Hirsch and Segolsson (2019), several contradictions on various levels in the activity system could be identified, suggesting that the school's way of organizing teacher-driven school-development work -by transforming the rules, division of labour and mediating artifacts of the activity system -enabled collaborative learning and analyses of instruction that involved all teachers at the school.…”

Section: Literature Reviewmentioning

confidence: 96%

Finnish teachers’ participation in local curriculum development: A study of processes in five school contexts

Heikkilä

2020

Policy Futures in Education

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For many years, teachers have been involved in developing the national curricula in Finland in various ways. Teachers’ involvement in curriculum design and implementation has, during the last national curriculum implementation process, increased locally to strengthen their confidence in and knowledge of the national curriculum’s multifaceted content. The purpose of this article is to broaden the knowledge of teacher involvement in the recent curriculum process in Finland; more specifically, to examine teachers’ participation in local curriculum work. In this qualitative study, interviews were the primary method used to gather empirical data. Hansén’s (1998) ideas of different levels of teacher professionalization are used as a framework for the analysis. The results show that ways of organizing involvement, management of involvement and use of time in the local curriculum process are crucial factors in teachers’ participation and partly determine their degree of participation. The results also suggest that teachers’ awareness of how the curriculum is linked to their collective collaborative and continuous work is relatively high, but it is not entirely clear how the four steps are integrated in the professional language.

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“…They can create a culture that fosters changes and that are conducive for teacher and student learning (Thompson, Gregg and Niska, 2004[113]). Jackson and Davis (2000, p. 157 [114]) state that "no single individual is more important to initiating and sustaining improvement in middle grades school students' performance than the school principal". The kind of leadership adopted depends on the level of capacity of an education system, especially at the school level.…”

Section: School Leaders Are a Key Change Actormentioning

confidence: 99%

Curriculum reform

Gouédard¹,

Pont²,

Hyttinen³

et al. 2020

OECD Education Working Papers

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Enhancing teachers’ curriculum ownership via teacher engagement in state-based curriculum-making: the Estonian case

Cited by 13 publications

References 31 publications

Connecting Sustainable Development and Heritage Education? An Analysis of the Curriculum Reform in Flemish Public Secondary Schools

Connecting Sustainable Development and Heritage Education? An Analysis of the Curriculum Reform in Flemish Public Secondary Schools

Finnish teachers’ participation in local curriculum development: A study of processes in five school contexts

Curriculum reform

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