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undergraduate thesis: Adapting textbooks for the primary classroom : tensions between theory and practice

TitleAdapting textbooks for the primary classroom : tensions between theory and practice
Authors
Issue Date16-Sep-2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Lee, S. M.. (2014). Adapting textbooks for the primary classroom : tensions between theory and practice. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.
AbstractSince the introduction of task-based and communicative approaches to English language learning in the late 20th century, education policies in Hong Kong, as well as teacher training institutions, have encouraged the new-generation of teachers to exercise professional knowledge on recognizing deficits entailed by textbooks and make informed adaptations to them, so that they relate better to principles of task-based, and communicative learning, and cater to the varying abilities and interests of students. This research implements a case-study approach, examining the impact of a teacher education course focusing on materials evaluation and adaptation, on how English pre-service teachers use textbooks in local primary schools across Hong Kong. The findings of this study illustrate that changes at the policy level, and new modes of pedagogy asserted by teacher-training institutions alone, are not enough in allowing teachers to bring textbook-adaptation practice to actual teaching, due to various conflicting factors in the work-context.
DegreeBachelor of Education in Language Education
SubjectEnglish languages - Study and teaching (Primary) - Textbooks
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/202330

 

DC FieldValueLanguage
dc.contributor.authorLee, Sun Minen_US
dc.date.accessioned2014-09-16T07:10:47Z-
dc.date.available2014-09-16T07:10:47Z-
dc.date.issued2014-09-16-
dc.identifier.citationLee, S. M.. (2014). Adapting textbooks for the primary classroom : tensions between theory and practice. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.-
dc.identifier.urihttp://hdl.handle.net/10722/202330-
dc.description.abstractSince the introduction of task-based and communicative approaches to English language learning in the late 20th century, education policies in Hong Kong, as well as teacher training institutions, have encouraged the new-generation of teachers to exercise professional knowledge on recognizing deficits entailed by textbooks and make informed adaptations to them, so that they relate better to principles of task-based, and communicative learning, and cater to the varying abilities and interests of students. This research implements a case-study approach, examining the impact of a teacher education course focusing on materials evaluation and adaptation, on how English pre-service teachers use textbooks in local primary schools across Hong Kong. The findings of this study illustrate that changes at the policy level, and new modes of pedagogy asserted by teacher-training institutions alone, are not enough in allowing teachers to bring textbook-adaptation practice to actual teaching, due to various conflicting factors in the work-context.en_US
dc.languageengen_US
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)en_US
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong Licenseen_US
dc.subject.lcshEnglish languages - Study and teaching (Primary) - Textbooksen_US
dc.titleAdapting textbooks for the primary classroom : tensions between theory and practiceen_US
dc.typeUG_Thesisen_US
dc.identifier.hkulb5294377en_US
dc.description.thesisnameBachelor of Education in Language Educationen_US
dc.description.thesislevelBacheloren_US
dc.description.thesisdisciplineEducationen_US
dc.description.naturepublished_or_final_versionen_US

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