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

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38 Citations (Scopus)

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. Copyright © 2013 Australian Teacher Education Association.
Original languageEnglish
Pages (from-to)304-315
JournalAsia Pacific Journal of Teacher Education
Volume41
Issue number3
Early online dateAug 2013
DOIs
Publication statusPublished - 2013

Citation

Qian, H., & Walker, A. (2013). How principals promote and understand teacher development under curriculum reform in China. Asia Pacific Journal of Teacher Education, 41(3), 304-315.

Keywords

  • China
  • Curriculum reform
  • Principal
  • School-based teacher development

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