A Narrative Study Of Leadership Development In The Middle School Teacher Curriculum

Today,with the deepening of the reform of the basic education curriculum,teachers are given more professional autonomy to participate in curriculum affairs,while also improving the quality of the curriculum and the academic level of students in practice.Therefore,teachers are the key force in curriculum practice,and cultivating their curriculum leadership is the actual demand of basic education reform,and it is also an effective way to promote curriculum development and teachers’ own professional growth.Junior high school education is a key connection stage for the in-depth implementation of basic education curriculum reform,and junior high school teachers are the backbone of promoting curriculum reform.However,as far as the current actual situation is concerned,there are still certain difficulties in the development of curriculum leadership of junior high school teachers,and it is necessary to deeply analyze the development process of teachers’ curriculum leadership and find out its key influencing factors in order to seek targeted improvement paths.This study uses a case study to examine teacher X in Secondary School C.This study defines the concept and constituent elements of teacher curriculum leadership through literature combing,and expounds the distributed leadership theory,leadership trait theory and postmodern curriculum view used by the research as support.At the same time,through listening to stories,text analysis,and classroom observations,the development process of leadership in the X Teacher Program is dynamically explored.In this process,the practice of the teacher in all dimensions of curriculum leadership is presented,which is mainly reflected from the five elements of the teacher’s understanding of curriculum value,curriculum development decision-making,curriculum implementation guidance,curriculum design foresight and curriculum evaluation motivation.This thesis explores the influencing factors of leadership development in teacher courses,mainly including the interaction of internal and external factors.Among them,strong professional beliefs of teachers,conscious awareness of curriculum leadership,unique leadership personality traits,mutual assistance in learning to write and act literacy,and self-reflection awareness are internal driving factors,and external factors include key people and events,inter-school joint training,teaching and research learning community,and teacher participatory training.Through the analysis of the development process,practice pattern and influencing factors of teacher X’s curriculum leadership,this study proposes the improvement path of junior high school teachers’ curriculum leadership development: first,internal support,specifically,it should update teachers’ curriculum leadership concepts,clarify teachers’ curriculum leadership roles,practice "learning and thinking" to promote professional quality,and enhance their own reflective and practical ability;The second is external guarantees,including inter-school joint curriculum training,the construction of famous teacher studios,and appropriate teacher training for new courses.