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Teachers’ feelings of curriculum ownership: the Estonian case

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  • Piret Viirpalu
  • E. Krull
  • R. Mikser

Abstract

The post-Soviet transition agenda in the Baltic states included changing the role of teachers from passive recipients of top-down orders to active curriculum developers who feel ownership over curriculum decision-making. Recent studies have seriously questioned the achievement of this goal. In this article, we aim to elucidate Estonian schoolteachers’ feelings of curriculum ownership as expressed in a questionnaire that asked about their role as curriculum developers and curriculum users. We found that most of the respondents did not express feelings of curriculum ownership. We will discuss the potential reasons for this finding and the implications for further enhancing teachers’ curriculum ownership.

Suggested Citation

  • Piret Viirpalu & E. Krull & R. Mikser, 2022. "Teachers’ feelings of curriculum ownership: the Estonian case," Journal of Baltic Studies, Taylor & Francis Journals, vol. 53(3), pages 373-395, July.
    • Handle: RePEc:taf:rbalxx:v:53:y:2022:i:3:p:373-395
    DOI: 10.1080/01629778.2021.2001550
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