Shared Sense-Making in Curriculum Reform: Orchestrating the Local Curriculum Work

Autor/inn/en	Pietarinen, Janne; Pyhältö, Kirsi; Soini, Tiina
Titel	Shared Sense-Making in Curriculum Reform: Orchestrating the Local Curriculum Work
Quelle	In: Scandinavian Journal of Educational Research, 63 (2019) 4, S.491-505 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pietarinen, Janne) ORCID (Pyhältö, Kirsi) ORCID (Soini, Tiina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2017.1402367
Schlagwörter	Foreign Countries; Curriculum Development; National Curriculum; School Districts; Change Strategies; Coordination; Educational Cooperation; Stakeholders; Professional Autonomy; Municipalities; Educational Change; Teacher Collaboration; Capacity Building; Alignment (Education); Transformative Learning; Administrators; Special Education Teachers; Early Childhood Teachers; Elementary School Teachers; Secondary School Teachers; Caseworkers; Youth; Core Curriculum; Comprehension; Finland + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; School district; Schulbezirk; Lösungsstrategie; Koordination; Education; cooperation; Kooperation; Berufsfreiheit; Magistrat; Bildungsreform; Lehrerkooperation; Pädagogische Transformation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Early childhood; Early childhood education; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Elementary school; Grundschule; Volksschule; Jugend; Jugendlicher; Jugendalter; Kerncurriculum; Verstehen; Verständnis; Finnland
Abstract	This study aims to gain a better understanding of the Finnish national curriculum reform by examining how the educational practitioners, at the district level, orchestrate the shared sense-making concerning the reform work in their school districts. Qualitative focus group data was collected from 12 groups, throughout Finland, that were responsible for orchestrating curriculum reform work at the district level. Results showed that curriculum reform steering groups recognized the importance of orchestrating shared sense-making. They strived to develop functional, context sensitive, and shared strategies for reform implementation across their districts. They employed a range of strategies for managing, navigating, and regulating the shared sense-making of the local curriculum work. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01