Literaturnachweis - Detailanzeige
Autor/in | Suh, Heejoo |
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Titel | Curriculum Materials and Educative Opportunities: Observing Teacher Positionings from Teachers' Guides |
Quelle | In: Asia-Pacific Journal of Teacher Education, 51 (2023) 2, S.128-146 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Suh, Heejoo) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1359-866X |
DOI | 10.1080/1359866X.2023.2174073 |
Schlagwörter | Teaching Guides; Instructional Materials; Cultural Influences; Cultural Awareness; Mathematics Teachers; Mathematics Instruction; Common Core State Standards; Teacher Education; Context Effect; Algebra; Mathematics Curriculum; Content Analysis Lehrerhandbuch; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Cultural influence; Kultureinfluss; Cultural identity; Kulturelle Identität; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Common core curriculum; Curriculum; Kerncurriculum; Lehrerausbildung; Lehrerbildung; Inhaltsanalyse |
Abstract | Well-written curriculum materials are known to support teacher learning. Less discussion has focused on whether teachers' guides, curriculum materials written specifically for teachers by textbook publishers, provide sufficient support. In this study, I analyse four US-based mathematics teachers' guides to understand the opportunities within them for teacher learning. Drawing on positioning theory, I conceptualised teacher learning opportunities as teacher positionings observable from teachers' guides. With this conceptualisation, I explored teacher positionings that were regularly or idiosyncratically observable from the selected teachers' guides. The results revealed only a small number of regularly observable positionings existed, indicating limited opportunities for teacher learning from the guides. Irregularly, or idiosyncratically observed positionings provided limited opportunities, as well. Based on the findings, I suggest the necessity of presenting diverse positionings to best utilise the potential from teachers' guides as materials for teacher learning. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |