Abstract
While much of the literature on supporting curriculum reform emphasises team-building and collegiality among teachers, this study investigates the role for individual teachers acting as ‘pioneers’ of reform. It examines how reforms in the English Language curriculum were embraced in a conservative Hong Kong secondary school by a teacher who displayed the characteristics of a pioneer, enthusiastically pursuing the opportunities offered by the reform agenda. It suggests that, to some extent, pioneers can be successful change agents. Long term, effective reforms can only be achieved if such teachers are supported by collegiality, by systemic changes to ensure curricular coherence, and by greater leadership by principals and senior/middle leadership to create the conditions for teacher development. Copyright © 2008 Australian Curriculum Studies Association Inc.
| Original language | English |
|---|---|
| Pages (from-to) | 45-54 |
| Journal | Curriculum Perspectives |
| Volume | 28 |
| Issue number | 1 |
| Publication status | Published - Apr 2008 |
Citation
Tong, A. S. Y., & Adamson, B. (2008). Curriculum change and the pioneering teacher. Curriculum Perspectives, 28(1), 45-54.Keywords
- Change agent
- Curriculum
- Innovation
- Leadership