ABSTRACT
This chapter focuses on the discoursal features of the curriculum team meetings, which can help explore the impact of various leadership styles on teacher learning. The current analysis based on visual data and the interaction patterns from the videotaped meetings of curriculum innovation teams helped identify a specific type of leadership in the three meetings. In the three meetings chaired by the external consultant, he appeared to use a reflective and exploratory approach in his leadership style when leading the members of the development team in curriculum decision making. Notably, a distributed leadership environment was re-created in the mathematics curriculum development team through the insertion of a policy of leadership rotation for the team. Leadership studies in school-based curriculum development have focused mainly on managerial and hierarchical bases to an extent that teachers in schools have taken a peripheral role in making pedagogical decisions. The guidelines emphasized collaborative spirit, shared responsibility, and collaborative leadership in the innovation project.
