Abstract
This study describes and investigates the theory and practice of curriculum leadership in the context of school-based curriculum development. It adopts a case study methodology and collects research information through peer and individual interviews, video-recordings and reflection notes. Data analysis is based on grounded theory and discourse analysis. Initial evidence reveals that participating teachers made substantial professional development through the process of planning, implementing and reflecting on curriculum practice and innovation. This paper focuses on the first implementation stage of the teacher curriculum development project from September to November 2004, and explores leadership development activities with initial research findings.
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