What are teacher's perceptions of Teacher-led curriculum initiatives in relation to change in practice?
Date
2006-11-16T06:33:35Z
Authors
Hugo, Desiree Margaret
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
School effectiveness and school improvement research is a worldwide
phenomenon that has inspired a great deal of literature. This report
examines teachers’ perceptions of a teacher-led curriculum
development initiative currently effective in independent schools in the
Gauteng Province of South Africa, and it describes strategies for
implementation for interested schools. It is a programme that focuses
school improvement back into the classroom, with teachers leading the
changes at their site of practice. The Gauteng Independent Schools
Curriculum Development Initiative (GISCDI) is a teacher-led initiative.
Qualitative research generates an understanding of how the
mechanisms of this initiative impact on the lives of teachers and
students. It provides detailed explanations of teachers’ perceptions of
change in actual classroom practices, pedagogy and curriculum
implementation by entering into conversations with selected
participants. It considers the changes in light of reflective practice, after
involvement in the GISCDI. The report accesses the different
methodologies the teachers implemented in their classrooms, after the
teacher-led interventions were presented to them. It also considers the
concepts of teacher leadership, trust, distributed leadership and
collegiality as being the core elements to initiating, implementing and
sustaining change in practice, to benefit student learning and improving
schools.
Description
Student Number : 0317854T -
MEd research report -
School of Education -
Faculty of Humanities
Keywords
teacher leadership, distributed leadership, trust and risk taking, collegiality, implementing change in classroom practice, professional image, teacher-led curriculum initiatives, curriculum development, reflective practice