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ERIC Number: EJ953339
Record Type: Journal
Publication Date: 2011
Pages: 22
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0022-0272
Vocational Teachers' Pathways in the Course of a Curriculum Reform
Vahasantanen, Katja; Etelapelto, Anneli
Journal of Curriculum Studies, v43 n3 p291-312 2011
Teachers face continuous changes, many of which significantly influence their professional identities and work practices. This study investigates Finnish vocational teachers' pathways in the course of a curriculum reform. The data were obtained by interviewing 14 vocational teachers twice, i.e. at the initial and later stages of the reform. This study used a narrative approach to analyse the interviews as whole and also to illustrate variations between teachers. The teachers were found to exhibit distinctive pathways through the reform: an "empowerment" pathway, a "critical but adaptive" pathway, an "open and expectant" pathway, a "successful transformation" pathway, and a "struggling" pathway. The pathways demonstrated that the teachers' self-positioning in respect of the reform and their own professional identities showed varying degrees of continuity and transformation. The teachers changed or sustained their positions and identities, on the basis of their individual interpretations of the experiences and emotions they underwent during the reform. The paper concludes with a discussion of professional identity and agency in the reform context, and looks at the consequences of the reform for teachers. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland