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.
|Title of host publication||Proceedings of Reform and Initiatives in Teaching and Learning 2003|
|Place of Publication||Macao|
|Publisher||University of Macau|
|Publication status||Published - 2003|
CitationLam, 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.
- Teachers' knowledge
- Teachers' personal theories
- Teachers' narratives
- Learning community
- Computer-mediated communication
- Web-based conferencing