Recent tensions and challenges in teacher education as manifested in curriculum discourse

Päivi Hökkä, Anneli Eteläpelto, Helena Rasku-Puttonen

Research output: Contribution to journalArticleScientificpeer-review

17 Citations (Scopus)


This study seeks to contribute to discussions on the development of teacher education by analysing teacher educators' talk concerning curriculum reform. The curriculum is understood as a mediating construction between teacher educators and the social context, and the development of the curriculum is seen as a negotiation process between global discourses and local actors. Our aim was to understand the contrasting discourses used by teacher educators in talking about curriculum development, on the grounds that such discourses frame interpretations that direct the implementation of teacher education as a whole. Five contrasting interpretative repertoires were found. We illustrate these and discuss what they imply for the development of teacher education.

Original languageEnglish
Pages (from-to)845-853
Number of pages9
Issue number4
Publication statusPublished - May 2010
Externally publishedYes
Publication typeA1 Journal article-refereed


  • Curriculum development
  • Discourses
  • Interpretative repertoires
  • Teacher education

ASJC Scopus subject areas

  • Education


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