Teachers' written school memories and the change to the comprehensive school system in Finland in the 1970s.
This paper focuses on teachers' written memories of Finland's comprehensive school reform in the 1970s and examines teachers' reminiscences of this major change, when elementary (primary) schools and lower secondary (grammar) schools were transformed into comprehensive schools, thereby guaranteeing...
| Publicado en: | Paedagogica Historica Vol. 55; no. 2; pp. 253 - 277 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Apr2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=135633951&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 135633951 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00309230 J54 jtl: Paedagogica Historica issn: 00309230 maglogo: N pubinfo: dt: Apr2019 vid: 55 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 135633951 10.1080/00309230.2018.1499785 ppf: 253 ppct: 24 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.5MB tig: atl: Teachers' written school memories and the change to the comprehensive school system in Finland in the 1970s. aug: au: Nieminen, Marjo affil: Department of Education, University of Turku, Turku, Finland su: Comprehensive high schools Educational change Reminiscence Teachers' writings Curriculum change Early memories School children Basic education sug: subj: Comprehensive high schools Educational change Reminiscence Teachers' writings Curriculum change Early memories School children Basic education keyword: comprehensive school educational reform school memories teachers written narratives ab: This paper focuses on teachers' written memories of Finland's comprehensive school reform in the 1970s and examines teachers' reminiscences of this major change, when elementary (primary) schools and lower secondary (grammar) schools were transformed into comprehensive schools, thereby guaranteeing nine-year basic education with a unified curriculum for all pupils. The teachers' written memories are part of the larger national collection of school memories arranged in 2013 by two academic societies. This study's focus lies in these teachers' highly sensitive, grass-roots level personal perspectives. The teachers' narratives comprised vivid and concrete memories in which they recalled the past nostalgically and in detail. In the reminiscences, the change in the education system was noted and even analysed in a versatile way, but at the same time, the reform was viewed as merely one episode occurring during these teachers' individual life paths. The writers emphasised the reform's positive aspects and did not interpret contradictions as overwhelming, although some narratives included reminiscences in which the disputes from that period were crystallised. The collective narrative in the accounts transformed from uncertainty and contradictions at the beginning of the comprehensive school reform to favourableness and positive attitudes toward the new education system after the transition period. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Paedagogica Historica holder: Taylor & Francis Ltd dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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