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

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http://hdl.handle.net/10138/331701

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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

Titel: 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
Författare: Ahtiainen, Raisa; Fonsén, Elina; Kiuru, Laura
Upphovmannens organisation: Leadership in Educational Contexts research group, LeadEd
Department of Education
Centre for Educational Assessment CEA
Datum: 2021
Språk: eng
Sidantal: 13
Tillhör serie: Australasian journal of early childhood
ISSN: 1836-9391
DOI: https://doi.org/10.1177/18369391211010971
Permanenta länken (URI): http://hdl.handle.net/10138/331701
Abstrakt: 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
Referentgranskad: Ja
Licens: cc_by
Användningsbegränsning: openAccess
Parallelpublicerad version: publishedVersion
Finansierad av: Opetus- ja kulttuuriministeriö
Finansierings ID:


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