In this Integrated Project, we investigate the process of the latest education reform in Taiwan –The Curriculum Guideline of 12-year Basic Education. The dialectical development between "identity" and "practice" that covers aspects of cognition, affection and action is the main theme of the study. While each subproject focuses on the role of one of the four driving forces in shaping school change: principal leadership, middle leadership, teacher learning and educational evaluation, the integration of these data aims at mapping the organizational change as a whole. A cultural perspective is adopted to examine the possible obstacles and local adaptation to the global paradigm shift of leadership and learning concepts embedded in the new Curriculum Guideline. This Integrated Project was originally applied as a three-year plan in 2016, but each subproject got the grant of only one to two years. In order to synchronize the projects and most importantly, to understand the dynamic process in the first round of implementation more thoroughly, we propose a continued two-year project as the second phase of the former research. In a nutshell, this project recruits secondary schools and uses qualitative and quantitative methods. The first phase research built a basis upon which the second-phase study could work, including the analysis of the content and context of the Curriculum Guideline of 12-year Basic Education, and the examined school actors’ change readiness of cognition, affection and action in the course of the new curriculum preparation phase and the first year of implementation. The second phase of research will focus on exploring the changes of "identity" and "practice" over time and the dynamic interaction in between during the second and third year of the first round of implementation period. Also, we will examine the effects of schools’ efforts in driving curriculum changes after the first round of new curriculum implementation. Finally, this project aims to construct an interpretive model with a cultural perspective. Among the key forces driving school change, Sub-project One focus on "principal leadership" as the target of study. By exploring the dialectical development of identify and practice of the subject in the process of change in a meticulous manner encompassing the aspects of cognition, affection, and action, along with the cultural perspective employed to disclose the local logic, the project aims to broaden our theoretical understanding of change processes in non-Western contexts, and also to bring insight to practical endeavors fostering successful change in schools both in Asia and throughout the world.
|關鍵字||十二年國教課綱;學校變革;校長領導;curriculum guideline of 12-year basic education;school change;principal leadership|