| dc.contributor | 幼教所 | |
| dc.creator (作者) | 簡楚瑛 | zh_TW |
| dc.creator (作者) | Chien, Chu-Ying | |
| dc.date (日期) | 2012-11 | |
| dc.date.accessioned | 30-Oct-2015 17:52:43 (UTC+8) | - |
| dc.date.available | 30-Oct-2015 17:52:43 (UTC+8) | - |
| dc.date.issued (上傳時間) | 30-Oct-2015 17:52:43 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/79183 | - |
| dc.description.abstract (摘要) | 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 (關聯) | Education and Society, 25, 87-102 | |
| dc.subject (關鍵詞) | textbook; case study; Hong Kong; teacher autonomy; learning communities; instructional leadership | |
| dc.title (題名) | Are “Textbooks ” a barrier for teacher autonomy? A case study from a Hong Kong Primary school. | |
| dc.type (資料類型) | article | en |
