The opinion of primary-school teachers regarding textbooks and printed curricular materials developed to support their teaching activities

Abstract

This paper presents results from a study carried out in Galicia (Spain) analysing the perception of primary-school teachers regarding the printed curricular materials developed to aid in their teaching activities in the context of the educational reform. An opinion survey was conducted with a sample of 383 teachers from public schools, private schools, Concertado (schools with public financing) and Escuelas unitarias (small schools often having only one teacher and located in rural areas). The dimensions studied were the following: level of awareness regarding normative documents; sufficiency of materials; characteristics and use; teacher education regarding these curricular materials; and activities carried out in schools regarding curricular materials. Findings from the study are presented and discussed.

Keywords:

• curricular materials
• printed curricular materials
• educational reform
• teacher perception of materials
• teacher professional practice
• textbooks

Notes

1. The study stemming from this experience was awarded the National Prize for Research by the Ministry of Education.

2. LOGSE (the General Education System Law).

3. Curricular Design Base (a list of minimum requirements for all students specified by Educational Authorities).

4. For further information on the meaning of curricular concretion levels and their implications for materials in light of the LOGSE, the work by Atienza (1994) and De Blas Zabaleta (1994) are recommended.

5. Curricular Framework (a document elaborated by regional authorities that covers issues regarding adaptation of materials to regional context).

6. Curricular Development (this document attempts to aid planning by offering models of objective and content sequences).

7. Didactic Demonstration (practical teaching examples prepared by the Galician Education Department and sent to all the schools in Galicia).

8. For a more detailed description of the questionnaire and its validation process, see Rodríguez Rodríguez (2009).