Towards an empirically substantiated professional development programme to train lead teachers to support curriculum innovation

Abstract

The aim of this study is to establish an empirically substantiated professional development programme for teachers to become lead teachers who are able to support professional development of peers in times of curriculum innovation. The design of a professional development programme, participants’ learning outcomes and their interrelatedness are described. The three main interventions in the professional development programme are: (A) a national learning community of lead teachers-in-training to participate in formal training and peer intervision; (B) regional learning communities of teachers where lead teachers-in-training practice their leadership qualities and receive feedback on their functioning as lead teachers; and (C) self-reflection to stimulate awareness of learning progress among participants. This qualitative case study reports the results of the designed programme embedded in the implementation process of a context-based chemistry curriculum in secondary education in the Netherlands. Results show that participants acquire intended learning outcomes in terms of knowledge, skills and dispositions. These learning outcomes are invoked by the combination of interventions in the professional development programme. From the results it can be concluded that the designed professional development programme has potential to train teachers to become lead teachers to support curriculum innovation.