A Phenomenographic Study of Prospective Teachers' Conceptions of Curriculum Leadership

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Shaping Leadership in Preservice Learning Through Collaboration and Co-Teaching

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 to describe these variations in terms of categories of description. Phenomenography is applied to reveal the variations of experience in the participants through describing and comparing the conceptions and understandings of the phenomena. 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 organization of teacher education programs concerning curriculum development and implementation.

Authors

• Sally Wai-Yan Wan, The Chinese University of Hong Kong

• Suzannie Kit-Ying Leung, The Chinese University of Hong Kong