A1 Journal article (refereed)
Reframing Teacher Education : Towards the Integration of Phenomenon-Based Curriculum Reform and Organizational Culture (2022)

Naukkarinen, A., Moilanen, P., & Tarnanen, M. (2022). Reframing Teacher Education : Towards the Integration of Phenomenon-Based Curriculum Reform and Organizational Culture. Journal of Teacher Education and Educators, 11(2), 165-186. https://dergipark.org.tr/tr/download/article-file/2145033

JYU authors or editors

Publication details

All authors or editors: Naukkarinen, Aimo; Moilanen, Pentti; Tarnanen, Mirja

Journal or series: Journal of Teacher Education and Educators

ISSN: 2147-0456

eISSN: 2147-5407

Publication year: 2022

Publication date: 31/08/2022

Volume: 11

Issue number: 2

Pages range: 165-186

Publisher: Bursa Uludag University

Publication country: Turkey

Publication language: English

Persistent website address: https://dergipark.org.tr/tr/download/article-file/2145033

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/83262

Abstract

In this article, we report a case study of our experiences of a curriculum reform process based on the principles of phenomenon-based learning in higher education in the context of Finnish teacher education. We explore how democracy and participation were present in the decision making process, highlighting the challenges of promoting the phenomenon-based approach and collaboration. First, we describe the reform’s rationale, then the theoretical framework, methodology and the reform process. Next, we reflect on our experiences through documen tary and interview data. The change process included representative and participative democ racy approaches as well as an aristocratic approach. An individualistic culture became more collaborative, while the content-based curriculum evolved into a more phenomenon-based approach. Using an autoethnographic approach, we discuss our understanding of how the lo cal teacher education community’s response to the curriculum changes and the organizational culture overall became more positive. We conclude that organizational power structures, the autonomy of teacher educators, and collegial trust and support were crucial to the reform process.

Keywords: curricula; reforms; teacher training; teacher training institutions; teacherhood; organisational culture; development (active); phenomenon-based learning; pedagogy; educational methods; autoethnography

Free keywords: curriculum reform; teacher education; micropolitics; autoethnographic approach

Contributing organizations

Ministry reporting: Yes

VIRTA submission year: 2022

JUFO rating: 1