Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/79183
DC Field | Value | Language |
---|---|---|
dc.contributor | 幼教所 | |
dc.creator | 簡楚瑛 | zh_TW |
dc.creator | Chien, Chu-Ying | |
dc.date | 2012-11 | |
dc.date.accessioned | 2015-10-30T09:52:43Z | - |
dc.date.available | 2015-10-30T09:52:43Z | - |
dc.date.issued | 2015-10-30T09:52:43Z | - |
dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/79183 | - |
dc.description.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. | |
dc.format.extent | 91699 bytes | - |
dc.format.mimetype | application/pdf | - |
dc.relation | Education and Society, 25, 87-102 | |
dc.subject | textbook; case study; Hong Kong; teacher autonomy; learning communities; instructional leadership | |
dc.title | Are “Textbooks ” a barrier for teacher autonomy? A case study from a Hong Kong Primary school. | |
dc.type | article | en |
item.cerifentitytype | Publications | - |
item.openairecristype | http://purl.org/coar/resource_type/c_18cf | - |
item.openairetype | article | - |
item.fulltext | With Fulltext | - |
item.grantfulltext | restricted | - |
Appears in Collections: | 期刊論文 |
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