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dc.contributor.authorNaukkarinen, Aimo
dc.contributor.authorMoilanen, Pentti
dc.contributor.authorTarnanen, Mirja
dc.date.accessioned2022-09-15T09:11:10Z
dc.date.available2022-09-15T09:11:10Z
dc.date.issued2022
dc.identifier.citationNaukkarinen, A., Moilanen, P., & Tarnanen, M. (2022). Reframing Teacher Education : Towards the Integration of Phenomenon-Based Curriculum Reform and Organizational Culture. <i>Journal of Teacher Education and Educators</i>, <i>11</i>(2), 165-186. <a href="https://dergipark.org.tr/tr/download/article-file/2145033" target="_blank">https://dergipark.org.tr/tr/download/article-file/2145033</a>
dc.identifier.otherCONVID_156528127
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/83262
dc.description.abstractIn this article, we report a case study of our experiences of a curriculum reform process based on the principles of phenomenon-based learning in higher education in the context of Finnish teacher education. We explore how democracy and participation were present in the decision making process, highlighting the challenges of promoting the phenomenon-based approach and collaboration. First, we describe the reform’s rationale, then the theoretical framework, methodology and the reform process. Next, we reflect on our experiences through documen tary and interview data. The change process included representative and participative democ racy approaches as well as an aristocratic approach. An individualistic culture became more collaborative, while the content-based curriculum evolved into a more phenomenon-based approach. Using an autoethnographic approach, we discuss our understanding of how the lo cal teacher education community’s response to the curriculum changes and the organizational culture overall became more positive. We conclude that organizational power structures, the autonomy of teacher educators, and collegial trust and support were crucial to the reform process.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherBursa Uludag University
dc.relation.ispartofseriesJournal of Teacher Education and Educators
dc.relation.urihttps://dergipark.org.tr/tr/download/article-file/2145033
dc.rightsCC BY-NC-ND 4.0
dc.subject.othercurriculum reform
dc.subject.otherteacher education
dc.subject.othermicropolitics
dc.subject.otherautoethnographic approach
dc.titleReframing Teacher Education : Towards the Integration of Phenomenon-Based Curriculum Reform and Organizational Culture
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202209154606
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange165-186
dc.relation.issn2147-0456
dc.relation.numberinseries2
dc.relation.volume11
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 Journal of Teacher Education and Educators
dc.rights.accesslevelopenAccessfi
dc.subject.ysouudistukset
dc.subject.ysoopettajankoulutus
dc.subject.ysoopetussuunnitelmat
dc.subject.ysoopettajuus
dc.subject.ysokehittäminen
dc.subject.ysoopettajankoulutuslaitokset
dc.subject.ysopedagogiikka
dc.subject.ysoilmiöoppiminen
dc.subject.ysoopetusmenetelmät
dc.subject.ysoautoetnografia
dc.subject.ysoorganisaatiokulttuuri
dc.format.contentfulltext
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jyx.subject.urihttp://www.yso.fi/onto/yso/p15382
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.type.okmA1


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