ABSTRACT
The aim of this study is to understand the interpretations of experienced and less experienced primary-school teachers concerning the written curriculum and to ascertain how the intended curriculum is related to their instructional planning and teaching practices. Of special interest is how the curriculum makers, i.e., experienced teachers who had been members of planning teams developing the curriculum, interpret the written curriculum. The methods used to determine the views of primary-school teachers were questionnaires (n=85), planning simulations, thinking-aloud techniques, journal writing and in-depth interviews (n=6).
