The centrality of textbooks in teachers' work: perceptions and use of textbooks in a Hong Kong primary school

Article


Chien, Chu Ying and Young, Kathie. 2007. "The centrality of textbooks in teachers' work: perceptions and use of textbooks in a Hong Kong primary school." The Asia-Pacific Education Researcher. 16 (2), pp. 155-163.
Article Title

The centrality of textbooks in teachers' work: perceptions and use of textbooks in a Hong Kong primary school

ERA Journal ID200081
Article CategoryArticle
AuthorsChien, Chu Ying (Author) and Young, Kathie (Author)
Journal TitleThe Asia-Pacific Education Researcher
Journal Citation16 (2), pp. 155-163
Number of Pages9
Year2007
PublisherSpringer
Place of PublicationManila, Philippines
ISSN0119-5646
2243-7908
Web Address (URL)http://www.philjol.info/index.php/TAPER/article/view/258/234
Abstract

The research literature presents two different perspectives on the centrality of textbooks in teachers’ work. On the one hand, the literature discusses notions of constraint and control over knowledge and is critical of a system of education that does not encourage teachers to develop their own curriculum. On the other hand, the use of textbooks in professional development has been associated with the potential for teachers to develop curriculum autonomy.
While there has been a long tradition of using textbooks in Hong Kong government schools, there is very little, if any research available relating to teachers’ perceptions and their use of textbooks. This paper sets out to use two alternative foci in the literature to discuss and analyse findings from interviews with teachers about their use of text books in their professional work.

Keywordstextbooks, Hong Kong, teacher autonomy
ANZSRC Field of Research 2020390102. Curriculum and pedagogy theory and development
Byline AffiliationsNational Chengchi University, Taiwan
Faculty of Education
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https://research.usq.edu.au/item/9z6xz/the-centrality-of-textbooks-in-teachers-work-perceptions-and-use-of-textbooks-in-a-hong-kong-primary-school

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