背景：香港特別行政區政府在2002-2003 學年起，分階段在香港小學設置課程統籌主任一職。在設置職位時，亦很重視任職人士的專業發展，先後以短期課程、工作坊、學校交流日和發展日協助其發展。
討論焦點：本文從四個研究的成果，說明課程統籌主任的培訓課程仍有其不足，並加以分析和建議。
論點：特區政府深明課程改革的成敗與教師專業發展有密切的關係。然而，以小學課程統籌主任的專業發展來看，其模式和內容仍與現實需要有些距離。提供清晰的改革方向、在現實情景中提供專業發展機會、以夥伴合作模式和照顧施行者的感受，都必須加以留意。
總結：專業發展課程設計若未能照顧前線教師的需要，則不單無助教師改革課程，反而只會增加教師的負擔。
Background: Since the academic year 2002-2003, HKSAR government established the curriculum masters (PSM(CD)) post in primary schools through three stages. By organizing short courses, workshops, school sharing and development day, professional development was provided to these masters showing the concern of government towards this establishment.
Focal point: From four pieces of empirical reseach, this paper showed the deficit of the professional development program and reflected on responses of participants.
Discussion: Though HKSAR government emphasized the importance of professional development of these curriculum masters, the content and mode of professional development program are falling short from teachers' needs. It is suggested that providing clear reform directions, supporting professional development in real situation, utilizing collaborative mode and concerning teachers' feeling should be awared when design a program.
Conclusion: If professional development program is not designed for the needs of participants, it will not help teachers in curriculum reform but increase their burden.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

本文分析了兩所學校在發展初中綜合人文科課程時所面對的問題及其應對的領導策略。它們在校方及科組兩大領導層面上採取了不同的手法，包括強化老師團隊合作，找尋適合的課程切入點，並引入了大學的專業支援，促進了課程的發展。這些經驗，除了可供準備發展此學科的學校借鏡外，亦突顯了領導課程發展時需要注意的問題。
This paper discusses two school-based leadership experiences in the development of junior Integrated Humanities (IH) curriculum. Different means have been adopted by school and panel leaders to facilitate the curriculum development, such as reinforcing teachers' collaboration, selecting appropriate entry points and soliciting professional support. Their positive experiences may inform other schools, which aspire to develop their school-based IH curricula and highlight the practical issues in which the curriculum leaders should deal with carefully.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

Exploring teachers' attitudes towards research is always interesting. With the Education and Manpower Bureau's policy of introducing the position of Primary School Master/Mistress (Curriculum Development) to local Hong Kong primary schools, to understand the beliefs these curriculum leaders hold onto research - as a means to help schools to reflect upon their strengths and to decide how best to bring about reform in curriculum becomes significant. A survey of 209 PSM(CD)s suggested although people in general favour research in their work, there still reservations. A five-factor model indicated that, on the one hand, the majority of the respondents perceived themselves having ability to do research, valued research for professional development and providing solutions to teaching and learning deficiencies, and found the action research course that they participated useful. On the other hand, they preferred courses focussed on improving their teaching competencies to an action research course. It was shown that while demonstrated research experience and qualification of higher degrees revealed no significant difference in research attitudes, these factors associated positively with their commitment to school, self-efficacy and an internal locus of control. The work contributes to the understanding of how PSM(CD)s feel towards supporting doing and facilitating research for curriculum development in schools.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]