Developing teacher leaders to facilitate Hong Kong's curriculum reforms: Self-efficacy as a measure of teacher growth

Research output: Contribution to journalArticles

Abstract

This article addresses the issue of preparing teachers as curriculum leaders to support the wide-ranging curriculum reforms that characterize societies in the Asian Pacific region. It draws on social cognitive theory and, in particular, on what has come to be called teachers’ sense of efficacy. The study sought to extend that research in a Chinese context. Copyright © 2006 Rowman & Littlefield Education.
Original languageEnglish
Pages (from-to)114-128
JournalInternational Journal of Educational Reform
Volume15
Issue number1
Publication statusPublished - 2006

Citation

Kennedy, K. J., & Hui, S. K. F. (2006). Developing teacher leaders to facilitate Hong Kong's curriculum reforms: Self-efficacy as a measure of teacher growth. International Journal of Educational Reform, 15(1), 114-128.

Keywords

  • Teacher Education
  • Teacher Education and Professional Development

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