ABSTRACT
This chapter demonstrates the importance of the shared understanding of an innovation project, and the dynamic nature of the interactions between the participating teachers and the object of innovation to be mediated by a multiplicity of factors. A mixed-methods approach was adopted to collect a wider range of direct experiences with the innovation and to understand the effects of the innovation from various perspectives of the project participants. The appointed experts worked with the curriculum development teams, joined the collaborative lesson preparation meetings, observed trial lessons, attended the reflection meetings, and provided advice and feedback on the focus of the pedagogical innovations. Teacher learning is an essential component in the argument for school-based curriculum development and the liberal conceptualization of teacher leadership in school improvement movements. Leadership studies in education have focused mainly on a positional and hierarchical basis to an extent that teachers in schools are only considered peripheral in making pedagogical decisions.
