Exploring Teachers’ Pedagogical Choices in Using Textbooks to Teach English
Curricular Reform and Minority Textbook Writers’ Agency in Mauritius
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Product details:
- Publisher Springer Nature Switzerland
- Date of Publication 3 January 2026
- Number of Volumes 1 pieces, Book
- ISBN 9783031985386
- Binding Hardback
- No. of pages106 pages
- Size 210x148 mm
- Language English
- Illustrations XIX, 106 p. 3 illus. Illustrations, black & white 700
Categories
Long description:
This book explores the pedagogical choices made by Mauritian English teachers when using government endorsed textbooks conceptualised, designed and written by teacher educators who are also textbook writers. In 2016, a major curriculum reform, the Nine-Year Basic Education, led to the pioneering decision to entrust to the Mauritius Institute of Education, the only teacher education institution in Mauritius, the task of conceptualizing, designing, and writing the National Curriculum Framework, the Teaching and Learning syllabi and textbooks. Reporting on the pedagogical choices and practices of English teachers when using the new textbooks, the authors bring in a theoretical dimension to understanding the perceptions and attitudes of teachers using textbooks to teach English in a relatively contained, under-examined, and developing post-colonial context as well as contributing to the literature on minority textbook writers’ cognition and agency. This book will be of interest to scholars, curriculum designers, textbook writers, teachers, and teacher educators involved in English language teaching, as well as students.
MoreTable of Contents:
1. Setting the Scene.- 2. The Place of the Textbook in a Curricular Reform.- 3. Planning and Implementing the Study.- 4. The Voices of the Drivers of Curricular Reform.- 5. Curricular Reform in a SIDS: Teacher Cognition and Teacher Agency Locking the Brakes to Curricular Reform.- 6. Minority Textbook Writers’ Cognition and Agency.
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