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首页> 外文期刊>Journal of Curriculum Studies >Teachers’ perceptions of the curricula of the Soviet and post-Soviet eras: A case study of Estonian pre-school teachers
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Teachers’ perceptions of the curricula of the Soviet and post-Soviet eras: A case study of Estonian pre-school teachers

机译：教师对苏联和后苏联时代课程的看法：以爱沙尼亚学前教师为例

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摘要

Broadening the role of teachers in curriculum development was among the fundamental objectives of educational reforms in the formerly communist Eastern Europe in the 1990s. The research done so far, however, calls into question the degree to which teachers perceive the relevant changes in curriculum and their new role. This article first describes the context of curricular changes in Eastern Europe and Estonia after the fall of communism. It then analyses Estonian pre-school teachers’ perceptions of national pre-school curricula utilized in two different eras: the late Soviet period and the period from 1999 to date in a sovereign Estonia. Data were gathered via semi-structured interviews. Thirty-one experienced teachers participated in the study. It was concluded that teachers generally apprehend the broadened meaning of the concept of curriculum and their augmented role as reflective curriculum makers and theorists. However, differences emerge between teachers’ perceptions of their new role and their readiness to adopt it. Regarding the reported generality and indefiniteness of the new national curriculum, teachers need more assistance for implementing the autonomy and self-responsibility imposed on them by the curriculum. A balance between self-responsibility and professional advice should be sought by both curriculum makers and teacher educators.View full textDownload full textKeywordsteachers’ perceptions, curriculum, early childhood education, EstoniaRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/00220272.2011.596225
机译：扩大教师在课程发展中的作用是1990年代前共产主义东欧国家教育改革的基本目标之一。然而，迄今为止完成的研究使教师对课程的相关变化及其新角色的认识程度受到质疑。本文首先介绍了共产主义垮台后东欧和爱沙尼亚课程变化的背景。然后，它分析了爱沙尼亚的学前老师对两个不同时代使用的国家学前课程的看法：苏维埃时代晚期和主权爱沙尼亚从1999年至今。通过半结构化访谈收集数据。 31名经验丰富的老师参加了这项研究。结论是，教师普遍理解课程概念的广泛含义以及他们作为反思性课程制定者和理论家的作用。但是，在教师对自己的新角色的理解与他们对采用新角色的意愿之间会出现差异。关于所报告的新国家课程的普遍性和不确定性，教师需要更多的协助来实施课程赋予他们的自主性和自我责任感。课程制定者和教师教育者都应在自我责任感和专业建议之间寻求平衡。查看全文下载全文关键字老师的看法，课程，幼儿教育，爱沙尼亚相关var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，services_compact ：：“ citeulike，netvibes，twitter，technorati，美味，linkedin，facebook，stumbleupon，digg，google，更多”，pubid：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/00220272.2011.596225

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