Facultad de Humanidades Educación
Escuela de Educación
Seminario de Tesis I
Qualitative Research Proposal:
Teacher’s Perceptions of the Textbooks Implementation and their Actual Use Fernanda Franco
M. Paz Palominos
Prof. Leonardo Ormeño Ortiz
In Chile, the Ministry of Education is in charge of providing the majority of English language textbooks as well as other key courses in the national curricula, for subsidized schools from pre-elementary to secondary school levels of education all over the country. According to the Ministry of Education, current educational policies consider and guarantee that all the students and teachers have the right to receive good quality textbooks for free. In order to assure the distribution of qualified textbooks that match the requirements of the national curriculum, The Ministry of Education (MINEDUC) calls for a public tender or bid to develop and produce English Language textbooks. Bidding terms and conditions outline and specify potential participants to the bid, such as text specifications for each level, course and general guidelines from the national curriculum. Once the bids from publishers are received and evaluated by the MINEDUC, the proposal selected is awarded by the tender and they can start the text design and development process. Prototype textbooks are produced and submitted to the Ministry of Education for evaluation and subsequently to the National Education Council, which is the last instance for approval of the proposed resources. Once this complex process is completed, textbooks are produced and freely distributed to subsidized schools that have requested and formally compromised their use. According to an article recently published by the Chilean electronic journal “El Mostrador” (2012), the MINEDUC spent twenty-two thousand million pesos and delivered 17.410.000 textbooks to three million students in Chile. The greatest publisher awarded the tender was Santillana printing twenty-six out of ninety-two textbooks in the bid. They earned $5.310.755.000 Chilean pesos. In 2012, 10.700 schools received textbooks provided by the MINEDUC. However, some subsidized schools still ask for complementary or alternative textbooks for students. In reference to international studies on educational textbooks, we found a research developed by Raquel Criado and Aquilino Sánchez (2009) from Spain, in which they tried to establish what English language textbooks meant for schools, which offer activities and materials based on the communicative approach. Additionally, we also found a Turkish research developed in 2011, in which it was studied to what extent textbooks, used in Turkish schools, embodied and related the aims and principles of the national curriculum. Hence, according to Kİrkgöz (2011), the author of the Turkish study, this research showed that one out of four English textbooks satisfied the requirements of the Turkish national curriculum. Since 2003, the Ministry of Education has ordered and financed different studies to follow up the distribution, use and how textbooks have been implemented in schools; however, we focused on the studies carried out by Centro Microdatos (2013) and Ministerio de Educación (2004). Among the findings of these reports, we found some leads that helped us to define and further elaborate our research topic. We have found that some aspects of English Language textbooks use and implementation decisions made by teachers need to be further clarified and documented. It is important to understand more about teachers’ decision-making process regarding the uses and implementation issues considered related to English Language textbooks in their classes. Consequently, it is vital to examine further such a crucial resource. As well, it is needed to learn how textbooks are used and implemented; also, to understand...
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