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 ID	200081
Article Category	Article
Authors	Chien, Chu Ying (Author) and Young, Kathie (Author)
Journal Title	The Asia-Pacific Education Researcher
Journal Citation	16 (2), pp. 155-163
Number of Pages	9
Year	2007
Publisher	Springer
Place of Publication	Manila, Philippines
ISSN	0119-5646
	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.
Keywords	textbooks, Hong Kong, teacher autonomy
ANZSRC Field of Research 2020	390102. Curriculum and pedagogy theory and development
Byline Affiliations	National Chengchi University, Taiwan
	Faculty of Education

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