The impact of a school-based curriculum leadership innovation upon teachers and pupils: A case study in Hong Kong

The impact of a school-based curriculum leadership innovation upon teachers and pupils: A case study in Hong Kong

Developing teachers and developing schools in changing contexts

• Law, Hau Fai Edmond The Hong Kong Institue of Education
• Wan, Wai Yan Sally

• Lee, John Chi Kin
• Shiu, Ling Po

Hong Kong

The Chinese University Press, Hong Kong Institute of Educational Research

2008

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This study is designed to investigate the impact of a curriculum leadership project financially supported by the Quality Education Fund on teacher development and pupil learning, within the tradition of school-based curriculum development in a primary school in Hong Kong. Teacher and pupil interviews are used to evaluate the extent to which teacher engagement in curriculum decision-making processes within a school-based structural approach has led to teacher professional development. Pupils’ perspectives about how the innovation is perceived were collected in order to extend understanding of the underlying principles in implementing curriculum changes in schools, in particular the role of pupil feedback. Qualitative evidence has revealed positively that participating teachers have developed themselves professionally through the process of planning, experimenting and reflecting (PER model) upon curriculum practice and innovation under certain conditions. However, the complexity of these conditions – the structures and processes that were established for involving teachers in curriculum decision-making processes needs further empirical and theoretical work. This chapter reports only the findings from the semi-structured interviews with teachers and pupils taken before the tryout lessons and after the reflection meeting of the mathematics curriculum development team together with the data from the videotaped meetings and lessons for triangulation and further illumination purposes in the second action cycle of the project.
[Copyright © 2008 The Chinese University Press, Hong Kong Institute of Educational Research.]

• English

Book Chapters

• 9789629963774

https://bibliography.lib.eduhk.hk/bibs/6bb89546

2015-12-08