教师课程领导是指教师需要参与考虑学校不同课程类型的整体均衡协调、优先顺

教师课程领导是指教师需要参与考虑学校不同课程类型的整体均衡协调、优先顺序安排、循序改进方案;参与决定哪些课程应该保持、改善、重开、停止;参与完善基于内在动机的课程教学评估机制。也包括教师在动态的课程与教学过程中阐明个人对课程的理解, 共同建构学校课程的意义, 形成教师赋权承责、不断合作改进的组织文化

結果 (英文) 1:

Teacher curriculum leadership refers to the teachers need to be involved in considering the overall balance of the various types of schools coordination, prioritization, sequential improvement programmes; involved in deciding which courses should be kept, improved, resume, stop participation in perfecting teaching evaluation system based on intrinsic motivation. Also includes teachers in a dynamic curriculum and instruction during the clarify personal understanding of course, constructed meaning of the school curriculum, form teacher empowerment accountability, continuous improvement of cooperation of organizational culture

結果 (英文) 2:

Teachers' Curriculum Leadership means that teachers need to be involved considering the overall balance coordination schools of different types of courses, the prioritization, progressive improvement program; involved in deciding which programs should be maintained, improved and re-opened, stop; Participation in based on intrinsic motivation Course Evaluation Mechanism . Organizational culture, including teachers also stated in a dynamic curriculum and teaching process personal understanding of the course, jointly construct the meaning of the school curriculum, teacher empowerment formed bearing responsibility, continuous improvement of cooperation

結果 (英文) 3:

Teachers' curriculum leadership means that the teachers should consider participating in different types of school curriculum overall balanced, prioritize, sequential improvement scheme; in deciding which course should keep improving, and reopen, stop; participate in the improvement of intrinsic motivation based on teaching evaluation mechanism. Also includes teachers in the dynamic curriculum and teaching process to clarify personal understanding of the curriculum, to jointly build the significance of the school curriculum, the formation of teacher empowerment, continuous cooperation and improve organizational culture