Are 'textbooks' a barrier for teacher autonomy? A case study from a Hong Kong primary school

Article


Chien, Chu Ying and Young, Kathryn Thelma. 2007. "Are 'textbooks' a barrier for teacher autonomy? A case study from a Hong Kong primary school." Education and Society. 25 (2), pp. 87-102.
Article Title

Are 'textbooks' a barrier for teacher autonomy? A case study from a Hong Kong primary school

ERA Journal ID20127
Article CategoryArticle
AuthorsChien, Chu Ying (Author) and Young, Kathryn Thelma (Author)
Journal TitleEducation and Society
Journal Citation25 (2), pp. 87-102
Number of Pages26
Year2007
Place of PublicationMelbourne, Australia
ISSN0726-2655
Abstract

This case study provides insights into the ways in which 'textbooks' can be used during the building of professional development on a sliding scale. The evidence suggests that the 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.

Keywordstextbook; case study; Hong Kong; teacher autonomy
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390102. Curriculum and pedagogy theory and development
390304. Primary education
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Byline AffiliationsHong Kong Institute of Education, China
Education University of Hong Kong, China
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