Textbooks and teacher decision-making
The case of Jamaican teachers using sociology textbooks in the sixth form
DOI:
https://doi.org/10.21344/iartem.v9i1.597Palabras clave:
Pedagogía de los libros de texto, Toma de decisiones de los profesores, Dominio de los libros de texto, Final de la escuela secundariaResumen
La pedagogi?a del libro de texto y la incumbencia de los profesores en los libros dida?cticos son a?reas de investigacio?n relativamente nuevas en pai?ses del Caribe. Este estudio investiga las decisiones que han tomado profesores sobre co?mo utilizaron los libros dida?cticos de sixthform (12 y 13 an?os) donde el dominio de contenido complejo se requiere para exa?menes en el final de escuela secundaria. Otra li?nea de investigacio?n que se refirio? a solicitudes para el desarrollo del ciudadano ideal cariben?o por organismos regionales y exploro? si una pedagogi?a dependiente de libros dida?cticos podri?a abordar significativamente los objetivos ma?s amplios de la educacio?n. Sesenta y cuatro profesores de Sociologi?a participaron en este estudio cualitativo utilizando grupos focales y cuestionarios, en Jamaica. Los resultados revelaron que el libro dida?ctico impreso era un recurso ba?sico integrado (Horsley, Knight y Huntly (2010) y que los profesores teni?an concepciones de curri?culo como fidelidad al libro dida?ctico o construido sobre el (Remillard, 2005), aunque el libro fuera demasiado caro para la mayori?a de los estudiantes y muchos de ellos fueran lectores renuentes
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