Expectations of curriculum leaders in primary schools: Issues and implications

Expectations of curriculum leaders in primary schools: Issues and implications

AARE 2004 Conference Papers

• Li, Wai Shing Dept. of Curriculum and Instruction, Hong Kong Institute of Education

• Jeffrey, P. L.

Melbourne

Australian Association for Research in Education

2005

Australian Association for Research in Education (AARE). Conference (2004: Melbourne Vic)

• D Curriculum
  • DB Development & Evaluation
• D Curriculum
  • DD Primary Education Programmes
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Change Strategies Curriculum Development Educational Change Leaders Leadership Training School Culture Department Heads Interviews Primary Education Questionnaires Teachers Hong Kong

• Hong Kong

• 1997.7 onwards

• Primary Education

Teachers play a key role in curriculum development and reform. One of the major targets of the present curriculum reform in Hong Kong schools is to strengthen and empower local primary school teachers to become change agents. To facilitate the local teachers to become curriculum change agents and action researchers, the Education and Manpower Bureau of Hong Kong has been recruiting experienced teachers for the position of Primary School Master/Mistress (Curriculum Development) (PSMCD) as curriculum leaders for initiating curriculum reforms and to develop local teachers to participate in action research in the local schools. To better equip the PSM(CD)s, a course specifically designed to train them was conducted. This is a study with 200 PSM(CD)s of their expectations and understanding of competence and knowledge needed to perform their duties of curriculum leadership. How much of their expectations have been met in their training? What problems have these curriculum leaders encountered? The results are enlightening for the course provider as well as teacher educators and school curriculum reformers. With a better understanding about the problems they encountered in schools, the education authorities concerned can then provide necessary and appropriate support for these curriculum leaders. Significant implications for school curriculum reforms are drawn.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]

• English

Conference Papers

• 13249320 (CD ROM)
• 13249339 (eISSN)

https://bibliography.lib.eduhk.hk/en/bibs/16487763

2010-11-25