Estonian preschool teachers' aspirations for curricular autonomy - the gap between an ideal and professional practice

Establishing national framework curricula is a growing tendency in early childhood education internationally, and is considered to be part of the regulatory requirements framework for enhancing preschool teachers' professionalism. A topical issue in this context is whether and how teachers them...

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Bibliographic Details
Published inEarly child development and care Vol. 185; no. 11-12; pp. 1845 - 1861
Main Authors Tuul, Maire, Mikser, Rain, Neudorf, Evelyn, Ugaste, Aino
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.12.2015
Taylor & Francis Ltd
Subjects
Aspiration
Childhood
Curricula
curriculum
Curriculum Development
Early Childhood Education
Estonia
Experts
Foreign Countries
National curriculum
Preschool Curriculum
Preschool Teachers
Professional Autonomy
Professional practice
Professionalism
Questionnaires
Semistructured questionnaires
Statistical Analysis
Statistical Significance
Teacher Attitudes
teacher autonomy
teacher professionalism
Teachers
Estonia
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Summary:Establishing national framework curricula is a growing tendency in early childhood education internationally, and is considered to be part of the regulatory requirements framework for enhancing preschool teachers' professionalism. A topical issue in this context is whether and how teachers themselves see these practices as contributing to their professionalism and professional autonomy. We explored preschool teachers' views and expectations as developers and users of the Estonian national curriculum and preschool institutions' curriculum documents. Three hundred and forty-seven teachers across Estonia participated in the study. Data were gathered using semi-structured questionnaires. The findings revealed contradictions in the ways in which the new curriculum practices have contributed to the preschool teachers' professionalism. The respondents' views were contradictory in at least two aspects. First, teachers preferred to have a lot of curricular autonomy in general terms, but when it came to more specific aims, methods and content of education, they preferred to have specific guidelines. Secondly, although teachers preferred a curriculum compiled by internal practitioners rather than by external experts, they expressed a great deal of satisfaction with the current national curriculum compiled by external experts.
ISSN:0300-4430
1476-8275
DOI:10.1080/03004430.2015.1028387