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In Iraqi Kurdistan, the educational system is going through significant changes. The educational system influences the students’ attitudes, and one wants the educational system to support the young democracy. In this study, student-centred learning (SCL) is seen as a first step to learning, but also to participation and engagement as a citizen. Three secondary school teachers worked with researchers from Norway and Kurdistan to implement SCL strategies in their daily teaching. Teachers experienced changes in their roles when emphasizing the importance of students’ participation in the learning processes. They could not lecture most of the time; they needed to make more space for the students’ activities and allow them to become more active. They acted more as mentors for their students. The content of the teaching also changed. When the teachers lectured it was about their subject. When the students were expected to be more active, the teachers also had to teach the students how to be more active. The traditional way of furnishing the classrooms in Kurdistan has been rows of benches and desks for the children and a desk by the board for the teacher. This way of furnishing was described as a hindrance when organising for students’ participation. The teachers’ experiences were of main interest in this action research project. Their responses to interview questions were validated by classroom observations. Also, a group of researchers with very different cultural and scientific background collaborated. This was in itself an interesting side effect in this action research study. 相似文献
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Janne Pietarinen Kirsi Pyhältö Tiina Soini 《Scandinavian Journal of Educational Research》2019,63(4):491-505
This study aims to gain a better understanding of the Finnish national curriculum reform by examining how the educational practitioners, at the district level, orchestrate the shared sense-making concerning the reform work in their school districts. Qualitative focus group data was collected from 12 groups, throughout Finland, that were responsible for orchestrating curriculum reform work at the district level. Results showed that curriculum reform steering groups recognized the importance of orchestrating shared sense-making. They strived to develop functional, context sensitive, and shared strategies for reform implementation across their districts. They employed a range of strategies for managing, navigating, and regulating the shared sense-making of the local curriculum work. 相似文献
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The study aims to gain a better understanding of the national large-scale curriculum process in terms of the used implementation strategies, the function of the reform, and the curriculum coherence perceived by the stakeholders accountable in constructing the national core curriculum in Finland. A large body of school reform literature has shown that a central determinant for the effectiveness of curriculum reform is the way in which the reform is implemented. Accordingly, implementing curriculum reform always entails translation of the new ideas into new educational practices, which involves complex sense-making processes from those involved. Altogether, 117 stakeholders accountable in constructing the national core curriculum in Finland completed a survey. The results showed that the effect of the implementation strategy for the perceived curriculum coherence was mediated by the perceived educational impact of the reform both for the school and society. The mediated interrelation between the top-down–bottom-up implementation strategy in the curriculum process, and the estimated coherence in the written core curriculum implies that the objects of the activities, namely elaborating and focusing on the educational impact of the decisions, is a crucial determinant for achieving curriculum coherence, and further, facilitating sustainable school development at the local level. 相似文献
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The purpose of this study was to explore the kinds of episodes that challenge comprehensive school teachers’ occupational well-being and cause burnout and how teachers perceive the relationship between themselves and their working environment in these episodes. Altogether, a selected group of 68 primary and secondary school teachers were interviewed. The narratives of burdening episodes were identified and analysed from the qualitative data. The results suggested that teachers’ working environment provides multiple contexts for burnout. Sources for teacher burnout varied between the working contexts provided by the single school. Moreover, the results showed that there was heterogeneity in the quality of the teacher-working-environment fit reported by the teachers while facing burdening situations or series of events in their work. 相似文献
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Analyzing interdisciplinarity: Typology and indicators 总被引：1，自引：0，他引：1
Both funding agencies and scholars in science studies have become increasingly concerned with how to define and identify interdisciplinarity in research. The task is tricky, since the complexity of interdisciplinary research defies a single definition. Our study tackles this challenge by demonstrating a new typology and qualitative indicators for analyzing interdisciplinarity in research documents. The proposed conceptual framework attempts to fulfill the need for a robust and nuanced approach that is grounded in deeper knowledge of interdisciplinarity. As an example of using the framework, we discuss our empirical investigation of research proposals funded by a national funding agency in Finland. 相似文献
7.
Kirsi Pyhältö Tiina Soini Janne Pietarinen 《European Journal of Psychology of Education - EJPE》2010,25(2):207-221
Basic education has two main goals: to promote high quality learning outcomes and pupils’ personal growth and well-being.
The interrelated nature of learning and well-being is here referred to as pedagogical well-being. In this study, we explore
Finnish comprehensive school pupils’ (N = 518) experienced pedagogical well-being by examining the kinds of situations that pupils themselves find either highly
positive or highly negative during their school career. Pupils’ pedagogical well-being is empirically examined in two complementary
aspects: (1) determining the point in the pupils’ school career in which the critical incidents are situated and (2) identifying
the primary contexts of pupils’ experienced critical incidents of pedagogical well-being. Results showed that critical incidents
for pedagogical well-being reported by the pupils were situated all along their school career. A variety of episodes causing
empowerment and satisfaction, as well as disappointment and anxiety, were reported by the pupils. Pupils perceived the social
interactions within the school community as being the most rewarding as well as the most problematic part of their school
career. 相似文献
8.
This paper reviews research on small rural primary schools in Finland and analyses it under three thematic foci: the relationship between the local rural school and the surrounding community, the small rural primary school as a learning environment, and the teachers’ profession in this context. Over 30% of Finnish primary schools are small rural schools with three to four permanent teachers and teaching groups. Their culture encompasses ties to the local community while providing an almost unique school environment as a context for multiple learning and instructional processes. The review suggests that the position of small rural primary schools is threatened, as the continuing process of centralisation endangers the basic Finnish right to equal basic education in rural areas. 相似文献
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ABSTRACTShared sense-making is suggested to be key for curriculum reform. Shared sense-making entails constructing a collective understanding of the meaning for reform, its significance and its implications for schools, through dialogue and negotiation across the levels of the educational system. This study explored changes in hands-on strategies of shared sense-making, and ways of orchestrating curriculum reform work in the districts in Finland, following the introduction of new national curriculum policy. Longitudinal focus group interview data collected from curriculum coordinating groups during the reform work was utilised. The data were qualitatively content analysed. The two sets of shared sense-making strategies were identified in this study, including those strategies utilised by the groups in building their understanding of what the reform is all about, and those concerning the reform orchestration. The strategies employed evolved from simple to more complex, during the progression of curriculum work. Results also showed that the coordinating groups were well aware of their high autonomy and resulting responsibility in orchestrating the district-level curriculum work. However, the advance in shared sense-making strategies employed by the groups indicated that they were highly committed to constructing collective understanding about the reform, its significance and implications for schools through dialogue and negotiation with practitioners. 相似文献
10.
This is a study of early picture book comprehension, its determinants and later development through primary school. More specifically, picture book comprehension was analyzed longitudinally from age 5 to age 9, delineating the unique contributions of vocabulary, metacognitive knowledge and task orientation to the initial level as well as to the growth of comprehension. A total of 90 Finnish-speaking children participated in the study. The children’s narrative picture book comprehension was assessed at age 5, age 6 and age 9. Vocabulary, metacognitive knowledge and task orientation were evaluated at age 5. Latent growth curve modeling showed a pattern of decreasing achievement gaps in narrative picture book comprehension. Vocabulary and metacognitive knowledge uniquely contributed to the concurrent level of narrative picture book comprehension. The results further showed that metacognitive knowledge and task orientation were positive and statistically significant predictors of the growth of picture book comprehension over and above the initial level of narrative picture book comprehension. These findings add to our knowledge about the development of inter-individual differences in narrative picture book comprehension and the roles of vocabulary, metacognitive knowledge and task orientation in it. They also suggest a novel way to assess the narrative comprehension potential among students with compromised working memory or decoding ability.
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