ABSTRACT

This study builds on previous work in curriculum studies by providing insight into manifestations of the interplay between curriculum traditions, that are interested in education on a global scale and emphasized in the newest curriculum reform in Finland. This reform proposes a shift towards a competency-based curriculum, emphasizes integrative teaching and obligates to multidisciplinary teaching. Here, the suggestions are analysed from teachers’ perspectives. This data-based case study uses qualitative content analysis to examine interviews conducted with five teachers from three Finnish schools.

The results reveal growing diversity as a result of multiple implementations of integrative teaching in Finland. Autonomy was maintained in teaching activity and provided possibilities for professional development. That being said, some limitations and challenges for integrative teaching were identified. This study argues that the ongoing curriculum reform process, which emphasizes integrative teaching, is a fruitful starting point for expanding teacher autonomy and collaboration. Further study is needed to follow the teachers’ changing perceptions of teacher autonomy.

摘要

本研究建立在先前课程研究工作的基础上，深入了解课程传统之间相互作用的表现，这些传统对全球范围内的教育感兴趣，并在芬兰最新的课程改革中得到强调。这项改革建议转向以能力为基础的课程，强调综合教学并有义务进行多学科教学。在这里，从教师的角度来分析这些建议。这个基于数据的案例研究使用定性内容分析来检查对来自三所芬兰学校的五位教师进行的访谈。

结果表明，由于在芬兰多次实施综合教学，多样性日益增加。在教学活动中保持了自主性，并为专业发展提供了可能性。话虽如此，还是确定了综合教学的一些局限性和挑战。本研究认为，正在进行的强调整合教学的课程改革过程是扩大教师自主性和协作性的一个富有成效的起点。需要进一步研究以了解教师对教师自主权观念的变化。