The article explores how Estonian teachers experience curriculum reform and how they see their own role in curriculun reform and implementation.

In Finnish: Keskittäminen ja hajauttaminen opetussuunnitelmauudistuksessa. Artikkelissa tarkastellaan virolaisten opettajien kokemuksia opetussuunnitelmauudistuksista ja näkemyksiä omasta roolistaan uudistuksessa ja käytäntöön panossa.

Original research article: Erss, M., Mikser, R., Löfström, E., Ugaste, A., Rõuk, V. & Jaani, J. (Accepted). Teachers’ Views of Curriculum Policy: the Case of Estonia. British Journal of Educational Studies.

DOI 10.1080/00071005.2014.941786

Abstract
Unlike in England, since the late 1980s the rhetoric of curriculum reforms has been overwhelmingly decentralist in many countries. However, decentralisation has often involved the delegation of centrally appointed tasks, rather than a real shift in power. The Estonian case demonstrates how a decentralised curriculum policy with centralised control can have the same de-professionalising effect on teachers’ perceived professional autonomy as does a system where both input and output are centrally controlled.