How Do They Transform?The Story of Two Primary Schools about Curriculum Leadership and Development in Taiwan Curriculum Reform
DOI:
https://doi.org/10.23918/ijsses.v7i1p42Keywords:
Curriculum Reform, Curriculum Leadership, National Curriculum, School-Based Curriculum, TaiwanAbstract
This study aims to describe and offer recommendations for curriculum development and curriculum leadership. It first analyses the change from 2001 to the present. Secondly, it probes into the expectations of two school leaders and twenty-six primary teachers about the New National Curriculum (NNC). Through using 2 interviews with different primary school curriculum leaders and literature analysis, this study found that the starting points of curriculum leadership in both schools were different due to their different school cultures. However, both schools encouraged teachers to become learners, in order to better understanding the learning process, to motivate the students better, and to provide appropriate materials. The objective was to maintain flexibility, and to embrace diversified voices. In terms of the school-based curriculum, while both schools had their respective characteristics, both observed the changes in the environment and everyday school life. Teachers returned to the cultivation of student quality, gradually adjusting teaching methods based on their existing experiences, and, collaborating with each other, they were able to implement reform curriculum.
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