Yiu Chun Lo, A. Ka Tat Adamson, and John T. S. Lam
- Published in print:
- 2012
- Published Online:
- May 2013
- ISBN:
- 9789888139026
- eISBN:
- 9789888180240
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888139026.001.0001
- Subject:
- Education, Educational Policy and Politics
This book is an introductory textbook on Hong Kong’s school curriculum. Written in an approachable style using illustrative case studies, the textbook provides an introduction to the basic concepts ...
More
This book is an introductory textbook on Hong Kong’s school curriculum. Written in an approachable style using illustrative case studies, the textbook provides an introduction to the basic concepts and theories of “curriculum” as a field of study. It also discusses how socio-political and economic changes as well as technology advancements help transform teachers’ roles and reshape curriculum policies. The chapters cover a wide range of topics, including curriculum design, planning, implementation and evaluation. These discussions are included to help readers critically reflect on their roles as change agents in curriculum development.Less
This book is an introductory textbook on Hong Kong’s school curriculum. Written in an approachable style using illustrative case studies, the textbook provides an introduction to the basic concepts and theories of “curriculum” as a field of study. It also discusses how socio-political and economic changes as well as technology advancements help transform teachers’ roles and reshape curriculum policies. The chapters cover a wide range of topics, including curriculum design, planning, implementation and evaluation. These discussions are included to help readers critically reflect on their roles as change agents in curriculum development.
Yiu Chun Lo
- Published in print:
- 2012
- Published Online:
- May 2013
- ISBN:
- 9789888139026
- eISBN:
- 9789888180240
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888139026.003.0010
- Subject:
- Education, Educational Policy and Politics
Scores of Asian and Western countries have recognized curriculum leadership in schools as the key to bringing about effective school-based curriculum change. Improvements to the curriculum help ...
More
Scores of Asian and Western countries have recognized curriculum leadership in schools as the key to bringing about effective school-based curriculum change. Improvements to the curriculum help students enhance their learning and help them adapt better to the changing society. The notion of curriculum leadership in schools first emerged in the last decade, when the responsibility for curriculum development shifted to individual schools. Public concern about the quality of student performance and achievement in schools has gradually grown. As a result, there has been a general call for a reinvigoration of the teaching workforce and for teachers to become leaders in the school curriculum. In this chapter, the conceptualized characteristics of curriculum leadership in schools are elucidated. In addition to analyzing the practice of curriculum leadership in school-based curriculum development, the chapter also discusses the importance of changing school cultures to sustain curriculum leadership in schools. Last but not least, through a detailed case study, it looks into how a curriculum leader establishes a positive working relationship with the school principal.Less
Scores of Asian and Western countries have recognized curriculum leadership in schools as the key to bringing about effective school-based curriculum change. Improvements to the curriculum help students enhance their learning and help them adapt better to the changing society. The notion of curriculum leadership in schools first emerged in the last decade, when the responsibility for curriculum development shifted to individual schools. Public concern about the quality of student performance and achievement in schools has gradually grown. As a result, there has been a general call for a reinvigoration of the teaching workforce and for teachers to become leaders in the school curriculum. In this chapter, the conceptualized characteristics of curriculum leadership in schools are elucidated. In addition to analyzing the practice of curriculum leadership in school-based curriculum development, the chapter also discusses the importance of changing school cultures to sustain curriculum leadership in schools. Last but not least, through a detailed case study, it looks into how a curriculum leader establishes a positive working relationship with the school principal.
John T. S. Lam and Yiu Chun Lo
- Published in print:
- 2012
- Published Online:
- May 2013
- ISBN:
- 9789888139026
- eISBN:
- 9789888180240
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888139026.003.0009
- Subject:
- Education, Educational Policy and Politics
In this chapter, we first explain the different types of teacher leadership. Subsequently, we argue that, for the leadership of teachers to develop, teachers must have the agency, space, and place in ...
More
In this chapter, we first explain the different types of teacher leadership. Subsequently, we argue that, for the leadership of teachers to develop, teachers must have the agency, space, and place in curriculum matters. Besides, teachers are encouraged to make best use of their “curriculum potentials” to deliberate and design a curriculum that best fits the needs of their students. Moreover, teachers, as “curriculum makers”, are encouraged to engage in both individual reflection and group deliberation in curriculum matters. We also illustrate how and why their curriculum agency can help teachers to advance in their curriculum development career. Empowerment encourages teachers to take risks and new roles. In this light, teachers should develop personal competencies and character traits conducive to their roles as leaders. Teachers are expected to become teacher-researchersand immerse themselves in reflecting and improving their daily curriculum practice. Modern teachers are also portrayed as self-regulated learners who can individually or collaboratively learn with others to improve their practice in a community of learners.Less
In this chapter, we first explain the different types of teacher leadership. Subsequently, we argue that, for the leadership of teachers to develop, teachers must have the agency, space, and place in curriculum matters. Besides, teachers are encouraged to make best use of their “curriculum potentials” to deliberate and design a curriculum that best fits the needs of their students. Moreover, teachers, as “curriculum makers”, are encouraged to engage in both individual reflection and group deliberation in curriculum matters. We also illustrate how and why their curriculum agency can help teachers to advance in their curriculum development career. Empowerment encourages teachers to take risks and new roles. In this light, teachers should develop personal competencies and character traits conducive to their roles as leaders. Teachers are expected to become teacher-researchersand immerse themselves in reflecting and improving their daily curriculum practice. Modern teachers are also portrayed as self-regulated learners who can individually or collaboratively learn with others to improve their practice in a community of learners.
