The Educational Outcomes of the Relationship between Schoolbooks and Teachers
Journal Title: International Journal of Innovation and Research in Educational Sciences - Year 2018, Vol 5, Issue 4
Abstract
After mentioning the important role the school textbook has been playing mostly in the educational systems of Western countries for centuries, we analyse how school textbooks have also affected the school’s predominant teaching methodology. Thereafter, we point out (a) the ways in which the teacher’s discourse interlaces with the written discourse of the textbook and the learning outcomes arising from this interplay. Moreover, we refer to countries like Greece in which the education system is centrally controlled (and therefore, the teaching staff of each school can neither choose what to teach to their students, nor select the book or books to be taught or the books which their teaching will be based on), which means, firstly, that the Ministry of Education determines which book will be taught in schools, secondly, that it is written on request by the Ministry and published - printed by the correspondent state institution and, thirdly, that the Ministry precisely determines each year what part of the subject matter of this textbook will be included in the curriculum and the material to be tested; (b) we analyse whether the teacher has the legal right to teach material which is not included in the pages of the schoolbook. Finally, (c) we come to a conclusion as to which of the two kinds of discourse is symbolically, essentially and educationally stronger within the current educational system, both in Greece and internationally.
Authors and Affiliations
Georgios Bikos
Keywords
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