Developing Transformative Curriculum Leaders Through Reflective Inquiry

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.