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- 저자 : Huan-Kan Tseng (검색결과 3 건)
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Practice and reflection of principals’ transformative curriculum leadership in a Taiwan KIST school
Huan‐Kan Tseng,Chuan‐Chung Hsieh,Robin Jung‐Cheng Chen 한국교육개발원 2021 KEDI Journal of Educational Policy Vol.18 No.2
This study adopts the framework of transformative curriculum leadership theory, focused on one privatized school, the KIST (KIPP Inspired Schools in Taiwan) school, as a case study. The authors mainly utilize interview methods to explore the practices of principals’ transformative curriculum leadership in the KIST school, and find that the case of school principal leadership successfully integrates the interactions from the school autonomy, the local educational authority, and the private foundation into a driving force to develop a new educational model. Such results not only restructure the subjectivity of school education, but also effectively provide the reference framework for policy correction and solutions to the contemporary problems of rural education.
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Huan-Kan Tseng,Chieh-Chen Wang,Jung-Cheng Chen,Hui-Chieh Li,Chuan-Chung Hsieh 한국교육개발원 2022 KEDI Journal of Educational Policy Vol.19 No.1
The purpose of this qualitative study is to present and shape successful indigenous school principal leadership in Taiwan. We focus particularly on a principal’s attitudes to change, how this influences principal leadership practice and ultimately its contribution to improving school performance. The study captures and analyzes opinions of the stakeholders of an indigenous school on principal leadership to understand how the principal leads the school to successful transformation. The results show that indigenous principal leadership emphasizes harmonious collective relationships, equality of power, spiritual satisfaction and collectivism. The ancestral soul is especially rooted in the principal’s philosophy and values, such that the principal makes good use of the blood ties between schools and tribes, and creates a community of a shared future, facing difficulties together. The findings contribute to the body of knowledge on shaping successful indigenous school principal leadership, which transforms the internal and external environmental factors into the forces for successful school change and benefits the stakeholders.
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Chuan-Chung Hsieh,Huan-Kan Tseng,Robin Jung-Cheng Chen 서울대학교 교육연구소 2021 Asia Pacific Education Review Vol.22 No.1
Loosened by the laws and regulations, Taiwan’s alternative educational policy has allowed public schools to conduct school-wide curriculum transformation experiments, which is a possible opportunity for Taiwanese aborigines who have been subjected to long-term oppression and assimilation to separate from the mainstream ideological educational framework. In this change process, the school principal-led curriculum transformation has become an important way to seek a new educational model. This paper qualitatively investigates two alternative schools for Taiwanese aborigines that have undergone successful transformation and collects the views of the principals, directors, team leaders, and teachers (eight persons in total) in two schools on the school principal-led curriculum transformation. Through summarizing and analyzing relevant data, this paper proposes that the principals of Taiwanese aboriginal schools effectively change the teachers’ beliefs, curriculum structure, and school culture through the systematic practices of “belief change” and “structural innovation,” and establish a curriculum paradigm different from mainstream education, which realizes a certain knowledge transfer effect. The transformative curriculum leadership process can be summarized into the conflict awakening and positioning stage, the experimental and interactive development stage, and the revision and transformation stage. This study intents to provide a reference for Taiwan’s educational reform and encourage the principals of other alternative schools to picture the connotation and value of transformative curriculum leadership and establish more new curriculum models of alternative education.
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