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Developing Transformative Curriculum Leaders Through Reflective Inquiry

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Handbook of Reflection and Reflective Inquiry

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Abstract

This case study examines the approaches and underlying principles of a new postgraduate teacher education programme called Management and Leadership in Schools (MLS) for heads of departments, levels and subjects in Singapore schools. The focus of our reflective inquiry is on the curriculum purpose and process, as well as the school communities and social contexts that support the development of these teacher-leaders. Through a critical analysis of our experience as developers and facilitators of the programme as well as the reflection of a sample of 50 MLS participants, the reports on their curriculum projects, and regional visits to a few Asian-Pacific nations, we gained some valuable insights and lessons. The results of our reflective inquiry have implications not only for the Singapore educators and policy makers but also other educators from countries with similar challenges to prepare a new type of school leaders for the twenty-first century.

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Acknowledgements

My appreciation to Dr Joyce James and Ms.Teo Juin Ee, colleagues at the National Institution of Education, Nanyang Technological University, Singapore, for their critical comments and invaluable suggestions on the earlier draft.

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Authors and Affiliations

  1. School of Education, National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Chen Ai Yen

  2. Department of Policy and Leadership Studies, NIE, Singapore, Singapore

    David Ng

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  1. Chen Ai Yen
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  2. David Ng
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Correspondence to Chen Ai Yen .

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Editors and Affiliations

  1. Dept. Education, University College Cork, Donovan's Road, Cork, Ireland

    Nona Lyons

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Yen, C.A., Ng, D. (2010). Developing Transformative Curriculum Leaders Through Reflective Inquiry. In: Lyons, N. (eds) Handbook of Reflection and Reflective Inquiry. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-85744-2_21

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