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.
Disclosure Statement
No potential conflict of interest was reported by the authors.
ORCID
Janne Pietarinen http://orcid.org/0000-0003-4696-1977
Kirsi Pyhältö http://orcid.org/0000-0002-8766-0559
Tiina Soini http://orcid.org/0000-0002-0637-8931
Notes
1 The municipalities were sampled on the basis of national statistics gathered by Statistics Finland (Citation2013).