Eesti üldhariduskooli riikliku õppekava arendusprotsessi kajastamine Õpetajate Lehes
The bachelor theses “The Coverage of the development of the National Curriculum for general comprehensive schools in Õpetajate Leht” is conducted on quantitative and qualitative media analysis based on articles published in Õpetajate Leht in the time period of January 1, 2005 to December 31, 2005. The development of the National Curriculum for general comprehensive schools was chosen as the subject of the thesis because of its current relevance and conflicting nature. The work process of the current theses consisted of conducting quantitative media content analysis and qualitative content analysis of chosen text units. By analyzing the genre of the articles, authors of the articles and attitudes towards the development of the national curriculum, I aimed to find answers to the following questions: what genre do the articles represent, who take part in the debate, what are the general attitudes towards development of the national curriculum and how do different groups see the process of the development of national curriculum. All in all, 68 text units were analyzed using quantitative and qualitative analysis. Most of the articles were opinion articles, so it can be said, that different interest groups find this topic really important. Most of the authors were Estonian educationalists, especially teachers. I find this fact really important, because teachers are one of the most important target groups of the national curriculum. A very significant fact is, that several specialists in the field of curriculum development also took part in the debate. Also several politicians were asked about their opinion on the process of the development of the national curriculum. This trend shows that the process is politicized to a great degree. Based on this, it can be said that the hypothesis suggested in the first part of the paper, which stated that the conflicting nature of the development of a curriculum will cause the representatives of different parties and interest groups, such as curricula experts, educationists and politicians to take equal part in the process, was confirmed. Attitudes towards the process of development were generally neutral or balanced. Therefore, the second hypothesis suggested, stating that curriculum development being conflicting in nature will lead to its general evaluation being negative or rather negative was not confirmed during content analysis. In the process of qualitative analysis it became evident that interest groups see curriculum development as a purposeful and consistent process and they also made suggestions about how to achieve these qualities in the process.
H Social Sciences (General), bakalaureusetööd, haridus, haridussüsteemid, õppekavad, muutused