Edmond Hau-Fai Lawa, Maurice Galtonb and Sally Wai-Yan Wan

Abstract: This study is designed to investigate the impact of school-based curriculum development teams on teacher development within the tradition of school-based curriculum development in a primary school in Hong Kong. Teacher interviews were used to evaluate the extent that teacher engagement in curriculum decision-making processes within two school-based curriculum development teams has led to teacher professional development which were triangulated with the videotaped meetings and tryout lessons. Qualitative evidence has revealed positively that participating teachers have developed themselves professionally through the process of planning, experimenting and reflecting (PER model) upon curriculum practice and innovation under certain conditions. However, the complexity of the structures and processes that were established for involving teachers in curriculum decision-making processes needs further empirical and theoretical work. This paper only looks at data relating to teacher development in curriculum leadership collected in the second action cycle of the project from January to June 2005.

总 结：

1、本研究的目的是探讨在香港一所传统小学的校本课程开发过程中，校本课程开发团队对教师发展的影响。

2、教师参与课程决策过程在两校本课程开发团队已经采取了录像会议和调试经验从而导致了教师专业发展的分析。定性的证据显示，教师通过规划积极参与发展自己专业的过程中,会在一定条件下尝试和反射(每个模型)在课程实践和创新。然而, 教师参与课程决策过程和结构的复杂性,需要进一步实证和理论工作。

来源：Asia-Pacific Journal of Teacher Education. May 2007, ISSN 1359-866X, Vol. 35, No. 2, p 143–159, 17p