Curriculum and Teachers’ Pedagogical Thinking When Planning for Teaching

Jaanet Salminen, Tiina Annevirta


School educational reforms often come in the form of curriculum changes, and in practice teachers are the most important persons to implement these changes. Understanding teachers’ pedagogical thinking when they plan their teaching is therefore important for understanding how to implement curriculum purposes effectively. This study looks at how changes made to the Finnish basic education core curriculum in 2010, concerning pedagogical practices that influence learning of all pupils, are part of the teacher's pedagogical thinking when they are planning their teaching.  Twelve primary and secondary public school teachers from grades 1–9 were asked to draw concept maps in advance of being interviewed. The data were then examined using theory-based content analysis. The findings show how the pedagogical purposes of curriculum changes influenced variously, or not at all, teachers’ pedagogical thinking in planning their teaching.  Based on these results, the important role of teacher planning in curriculum implementation is considered.

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Euro-JCS is indexed in CAPES/QUALIS (Category: Education |  Classification: B3)

ISSN: 2182-7168



Associação Portuguesa de Estudos Curriculares (NIPC: 506240061)

Instituto de Educação da Universidade do Minho, Campus de Gualtar, 4710-057 Braga, Portugal

The journal is associated with the European Association of Curriculum Studies.