How principals promote and understand teacher development under curriculum reform in China

Qian, Haiyan; Walker, Allan David

doi:10.1080/1359866x.2013.809050

Cited by 92 publications

(61 citation statements)

References 14 publications

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“…To accommodate differences in school preparedness in responding to curriculum change, there needs to be soft policies (Chan, 2012), policies that support public interests (Sinambela, 2014), and decentralization that allows for a principal to make decisions and empower the school (Danim, 2010). A principal needs to give personal attention and trust to a teacher until they feel more comfortable with the curriculum change as well as to evaluate the teacher professional development program at the school (Qian & Walker, 2013). When teachers are given confidence and the chance to develop themselves, then they can be more committed to their professional development, certainly within a consistent standard and control.…”

Section: Implementation Of a Curriculum Changementioning

confidence: 99%

“…Because of this, socialization and training for teachers need to be maximized until they are fully prepared to implement K13 (E2). Principals motivate teachers to not be disappointed, to remain spirited, to stay prepared, and to develop their qualities (Danim, 2010), and to encourage development of teacher competence, recognize weaknesses, as well as to evaluate programs of teacher development that have been conducted (Qian & Walker, 2013). Principals must be sure that instructional leadership directly affects the quality of teaching, and principals must convince teachers of the strong relationship between teaching and the results of learning.…”

Section: Advances In Economics Business and Management Research Volmentioning

confidence: 99%

“…Principals need to take a more practical approach and to work more collaboratively with teachers (Qian & Walker, 2013), and the two must always improve on practices that have been conducted (Grobler, 2013). This means a curriculum change should be planned by involving several parties, done completely and covering all the various aspects that are related to curricula, be prepared more thoroughly from socialization, teacher training, to support facilities so that the implementation of curriculum change succeeds.…”

Section: Advances In Economics Business and Management Research Volmentioning

confidence: 99%

“…Execution of education reforms must consider the regional political conditions, differences among regional governments, schools, classes, and interests of stakeholders (Cravens & Hallinger, 2012). Reforms in education requires decentralization that provides soft policies (Chan, 2012), permits regional governments to make decisions for their own regions (Germeten, 2011), and gives the authority to determine the policy standard according to the real conditions in the field (Qian & Walker, 2013). On the other hand, the principal was judged to be a barrier in Education for Sustainable Development (ESD) in Cypriots USA because of a lack of confidence, not wanting to challenge the status quo, a lack of involvement, and not being able to respond to standards of national education policies (Beltran, Zachariou & Stevenson, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…In Australia, principals utilize external teams that master and are experts in curricula (Smeed & Bourke, 2012). In Shanghai, principals conduct programs of teacher competence development in accordance with the standards of the new curriculum (Qian &Walker, 2013).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Demystifying the Perspectives of School Principals as Leaders of Curriculum Change: The Case of Indonesia

Munifah¹

2017

Proceedings of the 2nd International Conference on Educational Management and Administration (CoEMA 2017)

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Abstract:Whenever there is a policy of applying a new curriculum, there is always support and opposition, and so too did this happen when the 2013 Curriculum (K13) was applied in Indonesia. All this time the success of the application of a new curriculum has only been linked with the role of the teacher as the in-class executor; not many have focused on the role of the principal as a leader, and yet the principal plays a role in coordinating, helping, motivating, supervising, and evaluating the implementation of the curriculum so that it succeeds as expected. This research is aimed to understand the perspective of the principal toward curriculum changes in Indonesia and effective leadership during a curriculum change. This research used a qualitative approach as a study phenomenological case study through interviews with several principals at various education levels that have applied the K13. This research was conducted in East Java as a region that can be considered as a representation of Indonesia. Research results show that principals supported the change in curriculum as long as the new curriculum is better, supports achievement of school visions and missions, and could be implemented. Conceptually, the K13 is already good, but its implementation has not been well because of the factors of lack of teacher preparation, limited facilities, as well as the low motivation and ability of the principal; these weakness factors may be alleviated through transformational leadership. Success in the change of a curriculum requires a time frame of two years, and as such the government does not need to create ever-changing policies of K13 application, because this instead burdens many parties, in particular the principal. Leadership in curriculum change can be effective should the principal possess consistency and mastery of the new curriculum concepts as well as their implementation.

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Section: Implementation Of a Curriculum Changementioning

confidence: 99%

Section: Advances In Economics Business and Management Research Volmentioning

confidence: 99%

Section: Advances In Economics Business and Management Research Volmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Demystifying the Perspectives of School Principals as Leaders of Curriculum Change: The Case of Indonesia

Munifah¹

2017

Proceedings of the 2nd International Conference on Educational Management and Administration (CoEMA 2017)

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Asian Geographies of Educational Leadership

Bryant¹,

Walker²,

Qian³

2017

The Wiley International Handbook of Educational Leadership

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Developing teacher professional capital: A case study of Master Teacher Studios in Zhejiang province, China

Zhang,

Qian,

Walker

2024

British Educational Res J

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The concept of ‘professional capital’, which consists of human, social, and decisional capital, has been adopted in many countries to guide teacher development and school practice. However, more empirical research needs to be conducted to understand the concept in the Chinese context. The study investigates how teachers accumulate their professional capital in Master Teacher Studios (MTSs), a cross‐school teacher professional learning community in China. The study adopts a qualitative case study approach. Interviews, observation, and document analysis were employed to collect data from 10 MTSs in Zhejiang province, China. Ten MTS hosts and 28 studio members were selected as research participants. A combination of inductive and deductive coding approaches helped identify specific practices related to the three components of professional capital. Teachers in MTSs develop their human capital with increased professional competence, professional achievements and reputations, as well as enhanced confidence and open mindsets. Regarding social capital, teachers benefit from harmonious interpersonal relationships within MTSs to win peer support, from stronger social ties to learn from experts, and access more visible opportunities to display themselves professionally. They also enhance their decisional capital in the critical areas of teaching research (jiaoyan) and leadership issues. The study reveals specific practices associated with professional capital in the Chinese context where interpersonal relationships (guanxi) and cooperation are particularly emphasised, contributing to theory development. The study also describes how teacher leaders contribute to developing teacher professional capital, which may contribute to understanding teacher‐led professional learning.

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How principals promote and understand teacher development under curriculum reform in China

Cited by 92 publications

References 14 publications

Demystifying the Perspectives of School Principals as Leaders of Curriculum Change: The Case of Indonesia

Demystifying the Perspectives of School Principals as Leaders of Curriculum Change: The Case of Indonesia

Asian Geographies of Educational Leadership

Developing teacher professional capital: A case study of Master Teacher Studios in Zhejiang province, China

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