A systematic review of research on teachers’ guides

Bettina Buch; Stig Toke Gissel; Marianne Oksbjerg; Karna Kjeldsen; Thomas Rohde Skovdal Albrechtsen

doi:10.7146/lt.v7i12.132330

A systematic review of research on teachers’ guides

Bettina Buch, Stig Toke Gissel, Marianne Oksbjerg, Karna Kjeldsen, Thomas Rohde Skovdal Albrechtsen

Publikation: Bidrag til tidsskrift › Tidsskriftsartikel › Forskning › peer review

Abstract

Denne artikel præsenterer resultaterne af et systematisk review af forskning om lærervejledninger. En lærervejledning er defineret som en tekst rettet mod læreren, der vejleder i brugen af et didaktisk lære-middel, det vil sige læringsressourcer lavet med henblik på undervisning og læring. Gennemgangen er foretaget for at identificere de vigtigste forskningsområder i international forskning om lærervejledninger, og hvad forskningen kan fortælle os om de forskellige aspekter af lærervejledninger. Vi inkluderer metodisk mangfoldig forskning publiceret 1990-2020 med fokus på grundskolen. 43 studier blev inkluderet. Vi identificerede induktivt seks temaer, der skiller sig ud, når man læser på tværs af de inkluderede artikler: Den historiske udvikling af lærervejledninger, analytiske tilgange til lærervejledninger, forskning i lærernes brug af lærervejledninger, lærernes fortolkning eller interaktion med lærervejledninger, og hvad lærervejledninger skal indeholde ifølge henholdsvis lærere og forskere.

Originalsprog	Engelsk
Tidsskrift	Learning Tech – Tidsskrift for læremidler, didaktik og teknologi
Udgave nummer	12
Sider (fra-til)	11-40
Antal sider	29
ISSN	2445-6810
DOI	https://doi.org/10.7146/lt.v7i12.132330
Status	Udgivet - 2023

Emneord

Læring, pædagogik og undervisning

Adgang til dokumentet

10.7146/lt.v7i12.132330

Citationsformater

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title = "A systematic review of research on teachers{\textquoteright} guides",

abstract = "This article presents the results of a systematic review of research on teachers{\textquoteright} guides. A teachers{\textquoteright} guide is defined as text directed at the teacher guiding the use of a didactic learning material, that is learning resources made for purposes of teaching and learning. The review is conducted to identify the main research areas in international re-search about teachers{\textquoteright} guides, and what the research can tell us about the various aspects of teachers{\textquoteright} guides. We included methodically di-verse research published 1990-2020 focusing on primary school and lower secondary school. 43 studies were included. We inductively identified six themes that stood out when reading across the included articles: The historical development of teachers{\textquoteright} guides, analytical approaches to teachers{\textquoteright} guides, research on teachers{\textquoteright} use of teacher guides, teachers{\textquoteright} interpretation or engagement with teachers{\textquoteright} guides, and what teachers{\textquoteright} guides should provide according to teachers and researchers respectively.",

keywords = "learning, educational science and teaching",

author = "Bettina Buch and Gissel, {Stig Toke} and Marianne Oksbjerg and Karna Kjeldsen and Albrechtsen, {Thomas Rohde Skovdal}",

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doi = "10.7146/lt.v7i12.132330",

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A systematic review of research on teachers’ guides

Abstract

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