Teachers textbook use in English. Newly qualified teachers’ use of textbooks in planning and execution of English lessons
This thesis will look at the use of textbooks in both planning and in lessons, specifically in English. The thesis encompasses teachers that have a background from the University of Tromsø Department of Education and the pilot MA-program that was started in 2010. The thesis want to reflect upon the effects the competence gained from the pilot program have had on textbook use. Other factors that the teacher feel contributes to textbook use is also explored. To gather data from this group, both a survey and two interviews were conducted. The survey provide insight into prevailing thoughts and reflections, while the two interviews along with relevant literature are used to explore and discuss these thoughts and reflections more closely. This thesis show that textbooks have a dominant position in the teacher’s everyday work. Textbooks are almost always mentioned to have a high degree of influence when planning. It is usually reflected in local curriculum themes. Moreover, textbooks are used to a significant extent in lessons that involve pupils with individual education plans. Lastly, the thesis finds that the pupil’s parents play a significant role when it comes to textbook use, parents often have a need or want for the use of textbooks.
PublisherUiT Norges arktiske universitet
UiT The Arctic University of Norway
The following license file are associated with this item:
Showing items related by title, author, creator and subject.
Being a teacher and teacher educator: The antecedents of teacher educator identity among mentor teachers Andreasen, Johan Kristian; Bjørndal, Cato R. P.; Kovac, Velibor Bobo (Journal article; Tidsskriftartikkel; Peer reviewed, 2019-06-20)Although teachers’ professional identities have been the subject of extensive study, the field still lacks knowledge about the development of a professional identity for mentor teachers. These teachers take on multifaceted professional roles as teachers and teacher educators. In the present paper, we investigate the professional identity of mentor teachers partnered with two universities in Norway. ...
Teaching and learning English in vocational education programmes in a Norwegian upper secondary school. Some vocational teachers’, English teachers’ and specialized workers’ evaluation of teaching and learning in the school subject English Isaksen, Simon Berg (Master thesis; Mastergradsoppgave, 2018-05-15)The goal for this thesis is to study how teachers and specialized workers evaluate teaching and learning in the school subject, English, through upper secondary school, and, in answering this, to contribute to the question regarding the relevance of English in the workers’ profession. The study has a qualitative research design. Semi-structured focus-group interviews were conducted with the teachers, ...
An alternative collaborative supervision practice between university-based teachers and school-based teachers Steele, Annfrid Rosøy (Journal article; Tidsskriftartikkel; Peer reviewed, 2017)There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice. Third-space collaborative partnership models between ...