This study is designed on the basis on the key premises of Activity Theory, in the development of curriculum leadership among a group of primary teachers in two innovation engaged schools in Hong Kong China in April 2005 and 2007. Three curriculum development teams were formed and their membership and leadership were manipulated to create internal tensions and contradictions among members in a flattened leadership context. The aim is to investigate the extent that teacher participation in curriculum decision making processes is mediated by the artifacts such as hierarchical power, roles and leadership styles. The findings based on the analysis of the interviews as well as the video taped meetings of the Mathematics and Chinese curriculum teams point to the varying mediation effects of the two artifacts, namely the roles of the consultants and the leadership styles upon teacher participation. On the effects of the roles of the consultants, two types of professionality were asserting different influences on the mediation processes. The restricted professionality focused on closed discourse between participants and the leadership style was power coercive. The extended professionality however, generated an open discourse with evidence of multi-structural interaction pattern. The nature of the former is didactic while the latter is more negotiable among members. On leadership styles, the personality of the subject head and its degree of domination was having effects on the discourse styles and participation nature, though the distributed leadership was in function in the curriculum development teams. Assertive subject head constrained the interaction pattern of the meetings while the less assertive one opened opportunities for exploration and experimentation by the members of the teams. In conclusion, various artifacts assert their influences in the mediational processes of the interaction among members of the curriculum teams and these mediational effects have either constrained

This study aims at investigating the effectiveness of the establishment of the school based curriculum development teams as a response to the challenges of the school performance and student learning. A theoretical framework is derived from the various assumptions about school leadership, patterns of dissemination and teacher development. This framework will then be used to evaluate the extent that school based curriculum development teams contribute to teacher development and school improvement. The findings will shed light on the necessary conditions for successful implementation of school based curriculum development in a policy context of decentralizing curriculum decision making. Two case schools from two different socio-cultural milieu, Hong Kong and the Netherlands, are chosen for comparison. A mixed method approach of investigation is adopted and methods include interviews of teachers and students, analysis of video taped meetings and questionnaires.

In Hong Kong, curriculum is centrally developed and teachers are expected to implement it as designed. With few teachers and educators involved during the developmental process and limited efforts to disseminate the curriculum initiatives, teachers are often left to implement the curriculum with little understanding of the rationale of these changes. Successful implementation is, therefore, left with individual teachers. Based on experience and research in areas of (a) curriculum development, (b) implementation of innovation, (c) teacher thinking and teaching, and (d) professional development of teachers, this paper argues for the importance of looking at implementation issues from the eyes of practitioners in schools. Research findings suggesting that teachers’ conceptualization of teaching and the way they carry out their professional duties are influenced by their personal theories and school culture will further be presented. With knowledge and understanding of the social realities of teachers, strategies for effective implementation of educational innovation will be proposed.

The paper reports the findings of a study of student-teachers' perceptions of the Target-Oriented Curriculum (TOC) in Hong Kong. It attempts to clarify the present pictures created by the impacts caused by the introduction of the TOC initiative and its consequences. Focusing on the perceptions of student-teachers studying the final year of the two-year full-time Certificate of Education (Primary) Course at the Hong Kong Institute of Education (HKIEd), a prominent teacher education institution in Hong Kong, the paper examines some issues in relation to the implementation of TOC. The writer administrated a written questionnaire which contained a number of attitude statements regarding the context, concept and practice of the TOC initiative. The student-teachers were invited to indicate the extent to which they agreed with the statement and the responses to the questionnaire were analysed. The writer also conducted a semi-structured group interview in which a number of open-ended questions, based on the content concerning the written questionnaire, were presented for discussion in depth among some key informants. In this paper, the writer regards the student-teachers as 'newly trained teachers' since data of the study was collected from the sample population at a critical time, at the end of the course and just before they became 'serving teachers'. The study is not on a large scale and the data collected represents respondents' views at particular point of time. These views may be strengthened or modified after some time. However, the writer recommends that further study, focusing on newly trained teacher's change of perceptions of the TOC, is worthwhile to engage in. To conclude, the quality of school education is an issue of major concern. The Hong Kong Institute of Education (HKIEd), should always be committed to work for the improvement of the education system. Having provided adequate places for teacher education, it is necessary to raise the standard of it and

Traditionally, Hong Kong teachers are trained and performed as subject teachers in the secondary schools. The present study aimed to explore teachers' beliefs about curriculum integration in a secondary school in Hong Kong. Curriculum integration in this particular school meant the fusion of three subjects, i.e. Geography, History and Economic and Public Affairs. Case study was adopted in this study. The unit of analysis was the individual teacher. Multiple methods were used, i.e. documentary evidence, interview and observation. Triangulation of data was ensured. It was found that the teachers generally perceived curriculum integration as a means to solve the problems of the crammed curriculum. Individual teachers' beliefs about integration varied according to their different profiles of professional development. Teachers' implementation was found in accordance with their beliefs. Discussions of the case were in three dimensions, i.e. the influence of school context on teachers' beliefs, the influence of teachers' personal judgments derived from past experiences and the dialectical relationship between teachers' working context and their personal judgments. The results of the study shed light on the literature of teacher development in the upheaval of curriculum innovation. For the policy makers, it is important for them to be aware of teachers' beliefs, which, as the results of the teachers' professional development, were significant factors to the access of curriculum innovation. For the teachers, it is important to help them to be aware of their own beliefs and their respective impact on educational practice.