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政大機構典藏 > 教育學院 > 幼兒教育研究所 > 期刊論文 > Item 140.119/79183

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/79183

Title:	Are “Textbooks ” a barrier for teacher autonomy? A case study from a Hong Kong Primary school.
Authors:	簡楚瑛 Chien, Chu-Ying
Contributors:	幼教所
Keywords:	textbook;case study;Hong Kong;teacher autonomy;learning communities;instructional leadership
Date:	2012-11
Issue Date:	2015-10-30 17:52:43 (UTC+8)
Abstract:	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.
Relation:	Education and Society, 25, 87-102
Data Type:	article
Appears in Collections:	[幼兒教育研究所] 期刊論文

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