Teacher development under curriculum reform: a case study of a secondary school in mainland China |
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| Authors: | Manhong Lai |
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| Institution: | (1) Faculty of Education, The Chinese University of Hong Kong, Shatin, NT, Hong Kong |
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| Abstract: | In 2003, a curriculum reform of education was initiated in mainland China to improve the quality of senior secondary education.
The major purpose of this reform was to move from a teacher-centred to a student-centred approach in teaching. In order to
find out how teachers coped with the challenges of the reform and how their work was affected, an in-depth study was conducted
at a senior secondary school in City B, Guangdong, using qualitative research. While the curriculum reform was found to offer
teachers an opportunity for re-professionalisation, teacher development in the sample school was revealed as having changed
towards an assigned professionalism. In addition, teaching research officers limited themselves to instruction on practical
teaching techniques. Furthermore, the existence of teacher leadership on a subject panel was heavily dependent on the panel
head’s leadership style. On the whole, the tendency was for teachers to be explicitly instructed to partake in contrived collegiality
and imposed reflection. |
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