Literaturnachweis - Detailanzeige
| Autor/inn/en | Qian, Haiyan; Walker, Allan |
|---|---|
| Titel | How Principals Promote and Understand Teacher Development under Curriculum Reform in China |
| Quelle | In: Asia-Pacific Journal of Teacher Education, 41 (2013) 3, S.304-315 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1359-866X |
| DOI | 10.1080/1359866X.2013.809050 |
| Schlagwörter | Foreign Countries; Curriculum Development; Educational Change; Academic Achievement; Principals; Capacity Building; Instructional Leadership; Faculty Development; Administrator Responsibility; Case Studies; Administrator Attitudes; Change Agents; Teacher Administrator Relationship; China (Shanghai) |
| Abstract | 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. (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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