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  • How principals promote and understand teacher development under curriculum reform in China

    Author(s)
    Qian, Haiyan
    Walker, Allan
    Griffith University Author(s)
    Walker, Allan D.
    Year published
    2013
    Metadata
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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 ...
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    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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    Journal Title
    Asia-Pacific Journal of Teacher Education
    Volume
    41
    Issue
    3
    DOI
    https://doi.org/10.1080/1359866X.2013.809050
    Subject
    Education systems
    Curriculum and pedagogy
    Specialist studies in education
    Comparative and cross-cultural education
    Publication URI
    http://hdl.handle.net/10072/61337
    Collection
    • Journal articles

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