How teachers design and implement intstructional materials to improve classroom practice

Abstract

Purpose: To explore teachers' opinions about the design and deployment of teaching materials in class, with specific focus on the implications for professional development of self-produced resources.Design/methodology: A mixed methods research design involving the administration of a questionnaire to a sample of 864 teachers and the implementation of two case studies of nursery teachers using interviews, observations, journals and recordings. Findings:The results confirm that textbooks are widely used in Schools for Nursery & Primary Education throughout Andalusia, where they exert a significant influence on classroom practices, even where teachers seek to complement them with more innovative material.Nevertheless, teacher-made material is highly valued by practitioners not only for promoting meaningful learning but also for its role in enhancing professional development, notwithstanding the obstacles and difficulties it frequently implies.-967-Intangible Capital -https://doi.org/10.3926/ic.1062 Practical implications:The results endorse the need to provide support for teaching staff committed to the developing their own materials. Social implications:The region-wide policy of free textbooks for all schools should be reviewed in the light of the findings of the research. Originality/value:The research highlights a paradox at the heart of our educational system regarding the use of instructional materials: while the textbook represents the material of choice for the majority of teachers, these same teachers do not consider it the most appropriate for driving improvement in the teaching/learning process.

Fen Öğretiminde Geliştirilen Materyallerin Öğrenme Stratejileri Bağlamında Değerlendirilmesi: Öz ve Akran Değerlendirme Teknikleri

“…It has been determined that the materials that are most compatible are prepared as printed and real items. According to González, Estrada, and González (2017), the use of materials in the classroom depends on two approaches. One is that practitioners are depended on the textbook and limit themselves to a traditional understanding of teaching, while the other is that the teacher works with autonomy.…”

Learning Objects in the Educational Context: The Perspective of Teachers in the Azores

“…Unfortunately, textbook-centered practices continue to be referenced as very common in studies such as that of [1], even though teachers highly value materials that are self-made because they consider them to enhance meaningful learning, and because, admittedly, they make a contribution to their professional development.…”

“…Often, these resources are very focused on the teacher and teaching processes rather than on learning. The teaching resources used are, in most cases, physical, paper-based objects, such as textbooks [1].…”

Innovation through Web 2.0 to support English language learning

“…During the second moment of the intervention, from January to June of 2021, students had acquired an English coursebook provided by the institution, which meant that it had to be incorporated into the teaching process in addition to other learning activities. Many applied linguistic experts offer arguments for and against the use of coursebooks (Travé-González et al, 2017); however, in this case, it was necessary to include it in the pedagogical practice because juveniles were required to purchase it by the high school system. Therefore, adolescents had to be given homework in the book, and the greatest asset to aid them was the created website, since they had the opportunity to access the content at any time and place, ubiquitously.…”