Trajectories of Teachers’ Perceived Curriculum Coherence in the Context of Finnish Core Curriculum Reform
Teachers play a key role in transforming the national curriculum reform into classroom practice. This study explored individual variation in Finnish teachers’ (N = 901) perceptions of curriculum coherence during a one-year follow-up during the early stages of its implementation in schools. Latent profile analysis revealed five distinctive profiles. The development of perceived curriculum coherence over the two measurements and the perceived school-level impact of the reform differed between the profiles. The results imply that teachers may need various kinds of support to arrive at a coherent understanding of the curriculum over the process of its development and implementation.
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Document Type: Research Article
Publication date: October 1, 2019
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- Curriculum and Teaching is a bi-annual, refereed, international journal publishing original research. It uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.
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