Browsing by Subject "Educational change"

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  • Ahtiainen, Raisa; Fonsén, Elina; Kiuru, Laura (2021)
    Finnish early childhood education and care (ECEC) experienced system-wide changes in legislation, curriculum, and teachers’ and centre leaders’ qualification requirements between 2013 and 2018. Through these changes, the Finnish ECEC follows the global trends shifting the focus of ECEC from care towards education. The data are leaders’ (N = 41) written responses to three open-ended questions in a survey completed in 2018. The analytical framework draws on the models of educational change and human capital of pedagogical leadership. The framework directs focus on leaders’ understanding about and realisation of these new policies in their ECEC centres. Results indicate that leaders have the capacity to interpret and lead the curriculum process. However, to secure the coherence in and quality of ECEC, guidance that is more systematic and instruments (e.g. for development of pedagogy) that support the implementation of the curriculum and its assessment are needed.
  • Kramer, Martin; Engestrom, Ritva (2019)
    This article investigates teachers’ beliefs – addressed here as worldviews – in the context of educational change. The intention is to develop a dynamic approach according to which worldviews are professional resources of meanings and personal constructs. We questioned what constitutes their ‘mental realm’ and how they, referring to subjective realities of a person’s world construction, can be conceived as collective and professionally shared. The topic was tackled theoretically in the frame of a cultural-historical approach to mind in which we drew upon insights of the integrative concept of meaningful activity. Worldviews were addressed in a school-based development of a secondary school in Austria when the teachers were updating their school’s profile. A special interview method (Ultimate Meanings Technique, UMT; Leontiev, 2007) was used to assist teachers and mediate their discussions on worldviews. In the findings, we propose methodological ideas for addressing ‘the mental’ and approaching worldviews as a type of tertiary artefacts, discuss the role of the UMT interviews in the school-based development and draw attention to a historical tension inside professional vision. The article underlines the importance of worldviews for creating historically responsive space of core meanings and for strengthening professional power of educators’ taking agency for change.