Teacher Identity and Curriculum Change: A comparative case-study analysis of small schools in England and Finland
Teacher Identity and Curriculum Change: A comparative case-study analysis of small schools in England and Finland
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教师身份与课程变革：英格兰和芬兰小型学校的比较案例研究分析
DOI：
10.1080/03050069728668
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发表时间：
1997
影响因子：
3.3
通讯作者：
R. Webb
中科院分区：
文献类型：
--
作者：
G. Vulliamy;Eija Kimonen;R. Nevalainen;R. Webb
摘要本文所报道的研究结果是一个更广泛的比较研究项目的一部分，该项目调查了英格兰和芬兰小学课程改革的过程。这种比较特别有意义，因为在许多方面，两国目前的政策正朝着相反的方向发展，芬兰取消了长期以来以学科为基础的国家课程，并鼓励以学校为基础的课程纳入综合专题工作。数据来自定性研究案例研究的四所学校，每个国家两个，在三个主题：教师的价值观，课程和课堂组织和课程规划。有人认为，教师的自我身份是强大的调解人在他们的解释和应对强加的变化，非常小的学校的风气，使教师更容易保持他们以前的价值体系比他们的同事在其他学校。
ABSTRACT The findings reported in this article form part of a wider comparative research project investigating the processes of curriculum change in primary schools in England and Finland. This comparison has a special interest because in many respects the current policies of the two countries are moving in opposite directions, with Finland dismantling its long-standing subject-based national curriculum and encouraging school-based curricula incorporating integrated topic work. Data are presented from qualitative research case studies of four schools-two in each country-in relation to three themes: teachers' values, curriculum and classroom organisation and curriculum planning. It is argued that teachers' self-identities are powerful mediators in terms of their interpretations of and responses to imposed changes and that the ethos of very small schools enables teachers to preserve their prior value systems more easily than their colleagues in other schools.