英文摘要 |
This research investigates how a professional learning community (PLC) of junior high school teachers practices curriculum leadership by cultivating interest in reading among students, and by employing literary circles theory during a seven years’ development course. This research also explores the suitable modes of operation as well as development themes for teachers’ communities. Since the author is the leader of this community, this study is an action research. The author joined the PLC while teaching at a junior high school in New Taipei City, and investigated the trajectory of the curriculum leadership through literature analyses and intensive interviews of the PLC members .The study found that this community practiced course leadership according to the needs of the students. The members of this community had good relationships with each other, faced the challenges of curriculum development confidently and practiced curriculum leadership by using leadership theories. Three main conclusions can be drawn from this study, and hopefully these can serve as references for policy implementation for professional development of junior high school teachers: 1. Curriculum leadership is a dynamic process of the development of mutual understanding between communities, teachers, students, and the school. 2. The PLC operated under rotational leadership, practicing and reflecting continuously upon curriculum leadership. 3. The development themes for the PLC included the establishment of curriculum and pedagogy theories and then their practical implementation. |