A1 Journal article (refereed)
Building coherence and impact : differences in Finnish school level curriculum making (2022)


Soini, T., Pyhältö, K., Haverinen, K., Sullanmaa, J., Leskinen, E., & Pietarinen, J. (2022). Building coherence and impact : differences in Finnish school level curriculum making. Curriculum Perspectives, 42(2), 121-133. https://doi.org/10.1007/s41297-022-00165-9


JYU authors or editors


Publication details

All authors or editorsSoini, Tiina; Pyhältö, Kirsi; Haverinen, Kaisa; Sullanmaa, Jenni; Leskinen, Esko; Pietarinen, Janne

Journal or seriesCurriculum Perspectives

ISSN0159-7868

eISSN2367-1793

Publication year2022

Publication date01/07/2022

Volume42

Issue number2

Pages range121-133

PublisherSpringer Science and Business Media LLC

Publication countryAustralia

Publication languageEnglish

DOIhttps://doi.org/10.1007/s41297-022-00165-9

Publication open accessOpenly available

Publication channel open accessPartially open access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/82310


Abstract

The study aims to gain a better understanding on how curriculum making regulated by reform’s implementation strategy contributes to teachers’ and teacher communities perceived curriculum coherence, and further to the impact that reform has on school development. The two-level path modelling was utilised for analysing clustered data including the 75 schools and 1556 individual teachers from these schools during the most recent Finnish core curriculum reform. The results showed that the participatory strategy, including balancing the steering and transformative dialogue, seemed to be crucial both for promoting the individual teacher’s and professional communities’ shared capacity to process the big ideas of the new core curriculum document at the school level. Moreover, it promoted perceived curriculum coherence and further impact on school development. Participatory curriculum making strategy, balancing the steering and transformative dialogue in the curriculum making, seemed to be crucial both for supporting the individual teacher’s and professional communities’ in processing the ideas of the new core curriculum. Change management and knowledge sharing promoted perceived curriculum coherence and further reform’s perceived impact on school development for both individual teacher and teacher communities.


Keywordsschool reformcurriculaparticipatory designschools (educational institutions)teacherscompetence developmenttransfer of expertise

Free keywordscurriculum making; change management; knowledge sharing; curriculum coherence


Contributing organizations


Ministry reportingYes

Reporting Year2022

JUFO rating1


Last updated on 2024-26-03 at 20:56