How principals promote and understand teacher development under curriculum reform in China |
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| Authors: | Haiyan Qian Allan Walker |
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| Institution: | 1. Department of Education Policy and Leadership , Hong Kong Institute of Education , Tai Po , Hong Kong;2. Faculty of Education and Human Development , Hong Kong Institute of Education , Tai Po , Hong Kong |
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| Abstract: | On-going curriculum reform in China demands that teachers and principals shift their norms of practice to facilitate student learning. Principals are expected to take a more hands-on approach and work more collaboratively with teachers towards curriculum change. This paper presents case studies of how principals in three different schools in Shanghai shaped teacher development activities which built teacher understanding and capacity to meet the requirements of the curriculum reform. The analysis provides insights into how principals proactively promoted teacher development and identifies some of possible gaps in their strategies. Implications are drawn about the relationships between curriculum reform, school leadership and teacher development. |
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| Keywords: | China curriculum reform principal school-based teacher development |
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