Multiple intelligences, dialogic accountability, and ethical leadership: A three-dimension conceptual model enlightened by jazz as a metaphor for envisioning teacher's professional development

Wai Yan TANG

Research output: Contribution to conferencePapers

Abstract

It is a cliché that education reform without teachers' contribution would be futile. It is also true that in this fast changing world without change in teachers' fundamental belief and practices the outcome would also be the same. Having gone through eight years of educational reform in Hong Kong, there is a common belief that isolation strategy has disappeared. By this it means so long as one commits oneself to the business of education, a collaborative way of practices both vertically between leaders and the frontline teachers and horizontally among colleagues is deemed to be a culture within which one has to be exposed to influences from all sides. Whether such a condition is taken as a threat to or a resource for professional development depends not only on an individual’s perception and competence but also the kind of condition within which its counterparts have created. It is within this context that this paper attempts to propose a model for organizational development as a whole and teacher's professional growth in particular in light of jazz as a metaphor. The author will explain how this model sheds light on the possibility of how diversity and unity could work together in the service of nurturing excellence and creativity with ethical leadership as the foundation.
Original languageEnglish
Publication statusPublished - 2008

Citation

Tang, W.-Y. R. (2008, November). Multiple intelligences, dialogic accountability, and ethical leadership: A three-dimension conceptual model enlightened by jazz as a metaphor for envisioning teacher's professional development. Paper presented at the Asia-Pacific Educational Research Association (APERA) Conference 2008: Educational Research for Innovation & Quality in Education: Policy & Pedagogical Engagements Across Contexts, National Institute of Education, Singapore.

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