Teaching Research Group Leaders’ Engagement in Curriculum Leadership: The Principals’ Perspective

Yiming Shan
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引用次数: 1

Abstract

Schools and teachers have been empowered with greater autonomy to make instructional decisions following decentralisation in education, both internationally and in the Chinese context. Thus, it is important to examine how teachers are involved in curriculum decision-making. Being the stakeholders who empowered teachers with autonomy, this study explored principals’ perspectives of how teaching research group (TRG) leaders are empowered to take on a curriculum leadership (CL) role in secondary schools in China. A qualitative approach was employed and involved interviewing 10 principals and collecting the job descriptions of TRG leaders in 10 secondary schools in Taiyuan City, China. The NCR was pioneered in 2001 in 38 experimental areas (e.g., provinces, autonomous districts and municipalities) selected by the MoE, which aimed at prompting the implementation of NCR. Taiyuan City is one of the experimental areas (MoE, 2001). The findings demonstrated the necessity for empowering TRG leaders, as they were found to be less empowered and exhibited less awareness of enacting the CL role, especially for the national curriculum. In terms of the theoretical contribution of this study, it explicates the involvement of teacher leaders in CL at four levels (i.e., the school level, the classroom level, the social relationship level, and the personal level). This provides a reference for an in-depth understanding of teacher leaders’ initiatives. In practice, the research findings are informative for entailing teachers with greater autonomy. This will ultimately prompt school development and thus broaden and add to the international body of knowledge on teachers’ engagement in CL.
教研组组长参与课程领导:校长视角
随着教育权力下放,无论是在国际还是在中国,学校和教师都被赋予了更大的自主决策权。因此,研究教师如何参与课程决策是很重要的。作为赋予教师自主权的利益相关者,本研究探讨了校长对中国中学教学研究小组(TRG)领导者如何被赋予课程领导(CL)角色的看法。本研究采用质性研究方法,访谈了中国太原市10所中学的10位校长,并收集了中国太原市10所中学TRG领导的工作描述。2001年,教育部选定了38个试点地区(省、自治区、直辖市),率先实施了全国户籍制度,旨在推动全国户籍制度的实施。太原市是试验区之一(教育部,2001)。研究结果表明了赋予TRG领导者权力的必要性,因为他们被发现权力较少,并且表现出对制定CL角色的认识较少,特别是对于国家课程。在本研究的理论贡献方面,从学校层面、课堂层面、社会关系层面和个人层面阐述了教师领导对外语学习的参与。这为深入了解教师领导的主动性提供了参考。在实践中,研究结果为赋予教师更大的自主权提供了参考。这将最终促进学校的发展,从而扩大和增加关于教师参与CL的国际知识体系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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