Textbook use acts of teachers and students that are in the earlier experiences of preservice teachers

Abstract

The crucial place of textbooks in learning and teaching has not significantly changed with the introduction of digital information technologies. Teachers and students have frequently been using textbooks. Yet the previous research focused on scrutinizing the qualities of textbooks and thus little has been done to investigate how teachers and students use textbooks. The purpose of this study is to investigate the typical textbook-use acts of teachers and students who are in the earlier experiences of teacher candidates. The gathered qualitative data were analyzed by using the technique of content analysis in order to obtain the themes. Findings suggest that the teachers in the earlier experiences of the participants adopted a general approach towards textbooks and used them for the purposes of lecture, task-groundwork, activity-participation, and evaluation. Similarly students, besides their general approach, demonstrated the use of textbooks towards the ends of learning, task-groundwork, activity-participation, and evaluation process. The findings also revealed that some students demonstrated resistance towards textbooks.