Ahtiainen , R , Fonsén , E & Kiuru , L 2021 , ' Finnish Early Childhood Education and Care Leaders’ Perceptions of Pedagogical Leadership and Assessment of the Implementation of the National Core Curriculum in Times of Change ' , Australasian journal of early childhood , vol. 46 , no. 2 , pp. 126-138 . https://doi.org/10.1177/18369391211010971
Title: | Finnish Early Childhood Education and Care Leaders’ Perceptions of Pedagogical Leadership and Assessment of the Implementation of the National Core Curriculum in Times of Change |
Author: | Ahtiainen, Raisa; Fonsén, Elina; Kiuru, Laura |
Contributor organization: | Leadership in Educational Contexts research group, LeadEd Department of Education Centre for Educational Assessment CEA |
Date: | 2021 |
Language: | eng |
Number of pages: | 13 |
Belongs to series: | Australasian journal of early childhood |
ISSN: | 1836-9391 |
DOI: | https://doi.org/10.1177/18369391211010971 |
URI: | http://hdl.handle.net/10138/331701 |
Abstract: | 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 for 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. 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. |
Subject: |
516 Educational sciences
Leadership Educational change Early childhood education Early childhood education early childhood education and care curriculum educational change Finland pedagogical leadership |
Peer reviewed: | Yes |
Rights: | cc_by |
Usage restriction: | openAccess |
Self-archived version: | publishedVersion |
Funder: | Opetus- ja kulttuuriministeriö |
Grant number: |
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