Teacher curriculum stories: Voices, rapport and support

Tak Shing John LAM, Wai Shing LI

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

In recent curriculum reforms in many countries in the world, it has been argued that teachers should be encouraged to discover and create space for positioning themselves in the curriculum leadership process (Miller, 1990). Teacher educators are advised to imbue competence and confidence in teachers to assume their curriculum beliefs and experiences and narrate them in a kind of “stories” (Clandinin & Connelly, 1991). Our project aims at two objectives. One is to empower teachers to theorize their curriculum actions and reflections in the form of “teachers’ stories” by giving them a platform for their voices and at the same time giving them rapport and support in a kind of “learning community” context. The other is to experiment a web-based “learning community platform” for their curriculum stories and beliefs to examine the strengthens and limitations of this genre of professional development done through “computer-mediated communication” (CMC) or “e-community”. Copyright © 2003 University of Macau.
Original languageEnglish
Title of host publicationProceedings of Reform and Initiatives in Teaching and Learning 2003
Editors 梁成安
Place of PublicationMacao
PublisherUniversity of Macau
Pages374-381
ISBN (Print)999372629X
Publication statusPublished - 2003

Fingerprint

curriculum
teacher
community
computer-mediated communication
learning
genre
confidence
educator
leadership
reform
experiment
experience

Citation

Lam, J. T. S., & Li, W. S. (2003). Teachers' curriculum stories: Voices, rapport, and support. In 梁成安 (Ed.), Conference proceedings of Reform and Initiatives in Teaching and Learning 2003 (pp. 374-381). Macao: University of Macau.

Keywords

  • Teachers' knowledge
  • Teachers' personal theories
  • Teachers' narratives
  • Learning community
  • Computer-mediated communication
  • Web-based conferencing