现象学与语篇分析相结合研究香港未来教师的课程领导观

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2021-08-08 DOI:10.1080/0305764X.2021.1946484

Sally Wai-Yan Wan, Suzannie K. Y. Leung

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引用次数: 3

摘要

课程领导通常被认为是支持学校发展和促进课程改革过程的基本要素。本研究确定了课程领导发展过程中课程领导概念的质的变化，并根据描述的类别对这些变化进行了描述。现象学结合话语分析，通过描述和比较情境依赖现象——课程领导的概念和理解，揭示了参与者的经验变化。采取有目的的抽样，一组24名准教师被邀请进行个人半结构化访谈。研究结果表明，在规划和组织有关课程开发和实施的教师教育计划时，应考虑到未来教师所持有的课程领导概念。

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Integrating phenomenography with discourse analysis to study Hong Kong prospective teachers’ conceptions of curriculum leadership

ABSTRACT Curriculum leadership is commonly regarded as an essential element in supporting school development and facilitating curriculum change processes. The study identified the qualitative variation in conceptions of curriculum leadership in the development of curriculum leadership, and described these variations in terms of categories of description. Phenomenography, with the integrated use of discourse analysis, is applied to reveal the variations of experience in the participants through describing and comparing the conceptions and understandings of the context-dependent phenomenon – curriculum leadership. Taking purposive sampling, a group of 24 prospective teachers were invited for individual semi-structured interviews. The findings of the study imply that conceptions of curriculum leadership held by prospective teachers should be taken into consideration for the planning and organisation of teacher education programmes concerning curriculum development and implementation.

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来源期刊

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.