TY - JOUR
T1 - A systematic review of research on teachers’ guides
AU - Kjeldsen, Karna
AU - Buch, Bettina
AU - Gissel, Stig Toke
AU - Oksbjerg, Marianne
AU - Albrechtsen, Thomas Rohde Skovdal
PY - 2023
Y1 - 2023
N2 - This article presents the results of a systematic review of research on teachers’ guides. A teachers’ 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’ guides, and what the research can tell us about the various aspects of teachers’ 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’ guides, analytical approaches to teachers’ guides, research on teachers’ use of teacher guides, teachers’ interpretation or engagement with teachers’ guides, and what teachers’ guides should provide according to teachers and researchers respectively.
AB - This article presents the results of a systematic review of research on teachers’ guides. A teachers’ 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’ guides, and what the research can tell us about the various aspects of teachers’ 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’ guides, analytical approaches to teachers’ guides, research on teachers’ use of teacher guides, teachers’ interpretation or engagement with teachers’ guides, and what teachers’ guides should provide according to teachers and researchers respectively.
KW - learning, educational science and teaching
U2 - https://doi.org/DOI: 10.7146/lt.v7i12.132330
DO - https://doi.org/DOI: 10.7146/lt.v7i12.132330
M3 - Journal article
SN - 2445-6810
VL - 12
SP - 11
EP - 40
JO - Learning Tech – Tidsskrift for læremidler, didaktik og teknologi
JF - Learning Tech – Tidsskrift for læremidler, didaktik og teknologi
ER -