This study is designed to investigate the impact of a curriculum leadership project financially supported by the Quality Education Fund on teacher development and pupil learning, within the tradition of school-based curriculum development in a primary school in Hong Kong. Teacher and pupil interviews are used to evaluate the extent to which teacher engagement in curriculum decision-making processes within a school-based structural approach has led to teacher professional development. Pupils’ perspectives about how the innovation is perceived were collected in order to extend understanding of the underlying principles in implementing curriculum changes in schools, in particular the role of pupil feedback. Qualitative evidence has revealed positively that participating teachers have developed themselves professionally through the process of planning, experimenting and reflecting (PER model) upon curriculum practice and innovation under certain conditions. However, the complexity of these conditions – the structures and processes that were established for involving teachers in curriculum decision-making processes needs further empirical and theoretical work. This chapter reports only the findings from the semi-structured interviews with teachers and pupils taken before the tryout lessons and after the reflection meeting of the mathematics curriculum development team together with the data from the videotaped meetings and lessons for triangulation and further illumination purposes in the second action cycle of the project. Copyright © 2008 The Chinese University Press, Hong Kong Institute of Educational Research.
|Title of host publication||Developing teachers and developing schools in changing contexts|
|Editors||John Chi-kin LEE , Ling-po SHIU|
|Place of Publication||Hong Kong|
|Publisher||The Chinese University Press, Hong Kong Institute of Educational Research|
|Publication status||Published - 2008|