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Teaching through textbooks: Teachers as practitioners of a discipline?

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Teaching through textbooks: Teachers as practitioners of a discipline? / Mili, ; Winch, Christopher.

In: Theory and Research in Education, Vol. 17, No. 2, 07.2019, p. 181-201.

Research output: Contribution to journalArticlepeer-review

Harvard

Mili, & Winch, C 2019, 'Teaching through textbooks: Teachers as practitioners of a discipline?', Theory and Research in Education, vol. 17, no. 2, pp. 181-201. https://doi.org/10.1177/1477878519862547

APA

Mili, & Winch, C. (2019). Teaching through textbooks: Teachers as practitioners of a discipline? Theory and Research in Education, 17(2), 181-201. https://doi.org/10.1177/1477878519862547

Vancouver

Mili , Winch C. Teaching through textbooks: Teachers as practitioners of a discipline? Theory and Research in Education. 2019 Jul;17(2):181-201. https://doi.org/10.1177/1477878519862547

Author

Mili, ; Winch, Christopher. / Teaching through textbooks: Teachers as practitioners of a discipline?. In: Theory and Research in Education. 2019 ; Vol. 17, No. 2. pp. 181-201.

Bibtex Download

@article{f612e1d5309441b888926fce8000f5ce,
title = "Teaching through textbooks: Teachers as practitioners of a discipline?",
abstract = "What is the role of textbooks in promoting teaching, and how does this role relate to teachers{\textquoteright} subject knowledge, qualifications and autonomy? In this article, we study one aspect of the relationship between the use of textbooks and good teaching by examining how teachers{\textquoteright} subject knowledge in the subject they are expected to teach relates to how they use and rely on textbooks. To do so, we draw on ethnographic data including classroom observation of geography lessons and teacher interviews in upper primary government school classrooms in Bihar, India. We analysed teaching episodes in terms of distinct pedagogical strategies, namely, ostensive teaching, acquaintance knowledge and memory. These categories were identified through normative content analysis which recognises the distinct forms of knowledge, and specifically, different types of inferential relationships. This categorisation enables us to distinguish between teachers with and without a postgraduate or undergraduate qualification in geography in their use of the textbook and pedagogical strategies. Our findings support the claims of those who maintain that textbooks can be a powerful pedagogical tool, and not simply a teaching script in the hands of poorly qualified teachers.",
keywords = "Geography teachers, memory and teaching, ostensive teaching, pedagogy, textbook",
author = "Mili and Christopher Winch",
year = "2019",
month = jul,
doi = "10.1177/1477878519862547",
language = "English",
volume = "17",
pages = "181--201",
journal = "Theory and Research in Education",
issn = "1477-8785",
publisher = "Sage Publications",
number = "2",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - Teaching through textbooks: Teachers as practitioners of a discipline?

AU - Mili, null

AU - Winch, Christopher

PY - 2019/7

Y1 - 2019/7

N2 - What is the role of textbooks in promoting teaching, and how does this role relate to teachers’ subject knowledge, qualifications and autonomy? In this article, we study one aspect of the relationship between the use of textbooks and good teaching by examining how teachers’ subject knowledge in the subject they are expected to teach relates to how they use and rely on textbooks. To do so, we draw on ethnographic data including classroom observation of geography lessons and teacher interviews in upper primary government school classrooms in Bihar, India. We analysed teaching episodes in terms of distinct pedagogical strategies, namely, ostensive teaching, acquaintance knowledge and memory. These categories were identified through normative content analysis which recognises the distinct forms of knowledge, and specifically, different types of inferential relationships. This categorisation enables us to distinguish between teachers with and without a postgraduate or undergraduate qualification in geography in their use of the textbook and pedagogical strategies. Our findings support the claims of those who maintain that textbooks can be a powerful pedagogical tool, and not simply a teaching script in the hands of poorly qualified teachers.

AB - What is the role of textbooks in promoting teaching, and how does this role relate to teachers’ subject knowledge, qualifications and autonomy? In this article, we study one aspect of the relationship between the use of textbooks and good teaching by examining how teachers’ subject knowledge in the subject they are expected to teach relates to how they use and rely on textbooks. To do so, we draw on ethnographic data including classroom observation of geography lessons and teacher interviews in upper primary government school classrooms in Bihar, India. We analysed teaching episodes in terms of distinct pedagogical strategies, namely, ostensive teaching, acquaintance knowledge and memory. These categories were identified through normative content analysis which recognises the distinct forms of knowledge, and specifically, different types of inferential relationships. This categorisation enables us to distinguish between teachers with and without a postgraduate or undergraduate qualification in geography in their use of the textbook and pedagogical strategies. Our findings support the claims of those who maintain that textbooks can be a powerful pedagogical tool, and not simply a teaching script in the hands of poorly qualified teachers.

KW - Geography teachers

KW - memory and teaching

KW - ostensive teaching

KW - pedagogy

KW - textbook

UR - http://www.scopus.com/inward/record.url?scp=85068874245&partnerID=8YFLogxK

U2 - 10.1177/1477878519862547

DO - 10.1177/1477878519862547

M3 - Article

VL - 17

SP - 181

EP - 201

JO - Theory and Research in Education

JF - Theory and Research in Education

SN - 1477-8785

IS - 2

ER -

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