A systematic review of research on teachers’ guides

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

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

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.
Original languageEnglish
JournalLearning Tech – Tidsskrift for læremidler, didaktik og teknologi
Volume12
Pages (from-to)11-40
Number of pages29
ISSN2445-6810
DOIs
Publication statusPublished - 2023

Keywords

  • learning, educational science and teaching

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