Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/79183


Title: Are “Textbooks ” a barrier for teacher autonomy? A case study from a Hong Kong Primary school.
Authors: 簡楚瑛
Chien, Chu-Ying
Contributors: 幼教所
Keywords: textbook;case study;Hong Kong;teacher autonomy;learning communities;instructional leadership
Date: 2012-11
Issue Date: 2015-10-30 17:52:43 (UTC+8)
Abstract: This case study provided insights into the ways in which ‘textbooks’ can be used during capacity building professional development on a sliding scale. The evidence suggests that the informants of this study use of ‘textbooks’ is driven by a number of factors in a reskilling process designed to support teachers in a collaborative arrangement. We argue that where a commercially produced ‘textbook’ is used as a supporting reference point in association with a strong ‘sharing leadership’ that promotes collaborative and ‘a critical friend’ relationships across a whole school, it is possible for ‘textbooks’ to be an important factor in facilitating increased teacher autonomy to plan curriculum, but there remains the potential for a recursivity of how things were known and practiced in ‘textbooks’, unless there is a way for teachers to locate their subjectivity and complicity.
Relation: Education and Society, 25, 87-102
Data Type: article
Appears in Collections:[幼兒教育研究所] 期刊論文

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