Teachers' Interpretations of Texts-Image Juxtapositions in Textbooks: From the Concrete to the Abstract

Autor/inn/en	Eilam, Billie; Poyas, Yael
Titel	Teachers' Interpretations of Texts-Image Juxtapositions in Textbooks: From the Concrete to the Abstract
Quelle	In: Journal of Curriculum Studies, 44 (2012) 2, S.265-297 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2011.637181
Schlagwörter	Foreign Countries; Language Arts; Semitic Languages; Visual Arts; Interdisciplinary Approach; Curriculum Development; Educational Theories; Teacher Response; Textbooks; Prior Learning; Coping; Video Technology; Qualitative Research; Phenomenology; Cognitive Processes; Multisensory Learning; Learning Modalities; Multimedia Materials; Grade 7; Grade 8; Grade 9; Israel + Suchen Sie Ihr Suchwort? Ausland; Sprachkultur; Arabisch; Hebräisch; Optische Gestaltung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational theory; Theory of education; Bildungstheorie; Lehrerkommentar; Textbook; Text book; Schulbuch; Lehrbuch; Vorkenntnisse; Bewältigung; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Cognitive process; Kognitiver Prozess; Sensorische Stimulation; Lernumgebung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	The paper examined expert literature teachers' coping with a novel textbook, integrating literature with visual arts, which is a particular interdisciplinary case of text-image relations in textbooks. Examination was performed within the framework of teachers' responses to curricular changes and of theory regarding strategies of interdisciplinary instruction. Data regarding teachers' coping was collected via video recorded deep interviews and analysed qualitatively using the phenomenological approach. Findings revealed four phases of a recurring pattern of performance: (a) retrieving prior knowledge about texts, (b) cycles of processing and refinement (comprising comparing-identifying-matching, making meaning of elements in contexts, eliciting themes and deeply examining artworks' devices), (c) mindful evaluation of the juxtaposition, and (d) pedagogical reasoning. Four potential roles of the textbook visual artworks, for promoting literature learning, were inferred. The study shed some light on the involvement of teacher cognition and culture of teaching in the reading, evaluating, and adapting of novel curricula. A deeper understanding of the factors involved in the introduction of novel materials, examined from a cognitive perspective, may inform teachers' professional development and curriculum developers as well as promote implementations of curricular reforms. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10