{"title":"Integrating phenomenography with discourse analysis to study Hong Kong prospective teachers’ conceptions of curriculum leadership","authors":"Sally Wai-Yan Wan, Suzannie K. Y. Leung","doi":"10.1080/0305764X.2021.1946484","DOIUrl":null,"url":null,"abstract":"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 described these variations in terms of categories of description. Phenomenography, with the integrated use of discourse analysis, is applied to reveal the variations of experience in the participants through describing and comparing the conceptions and understandings of the context-dependent phenomenon – curriculum leadership. 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 organisation of teacher education programmes concerning curriculum development and implementation.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"91 - 116"},"PeriodicalIF":1.8000,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cambridge Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0305764X.2021.1946484","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
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 described these variations in terms of categories of description. Phenomenography, with the integrated use of discourse analysis, is applied to reveal the variations of experience in the participants through describing and comparing the conceptions and understandings of the context-dependent phenomenon – curriculum leadership. 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 organisation of teacher education programmes concerning curriculum development and implementation.
期刊介绍：
Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.
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