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ERIC Number: EJ1020440
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1359-866X
How Principals Promote and Understand Teacher Development under Curriculum Reform in China
Qian, Haiyan; Walker, Allan
Asia-Pacific Journal of Teacher Education, v41 n3 p304-315 2013
On-going curriculum reform in China demands that teachers and principals shift their norms of practice to facilitate student learning. Principals are expected to take a more hands-on approach and work more collaboratively with teachers towards curriculum change. This paper presents case studies of how principals in three different schools in Shanghai shaped teacher development activities which built teacher understanding and capacity to meet the requirements of the curriculum reform. The analysis provides insights into how principals proactively promoted teacher development and identifies some of possible gaps in their strategies. Implications are drawn about the relationships between curriculum reform, school leadership and teacher development.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Shanghai)