Shared Sense-making in Curriculum Reform: Orchestrating the Local Curriculum Work |
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| Authors: | Janne Pietarinen Kirsi Pyhältö Tiina Soini |
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| Affiliation: | 1. School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland;2. Faculty of Educational Sciences, University of Oulu, Oulu, Finland;3. Institute of Behavioural Sciences, University of Helsinki Centre for Research and Development of Higher Education, Helsinki, Finland;4. School of Education, University of Tampere, Tampere, Finland |
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| Abstract: | 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. |
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| Keywords: | Curriculum reform school development shared sense-making focus group |
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