Abstract
This chapter starts from the assumption, outlined in the introductory chapter, that effective use of any text material is influenced by all three dimensions of the Teacher–Learner–Text (TLT) triangle. This leads us to three distinct kinds of concerns regarding what teachers need to know, as follows.
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The first type of concern relates to the range of types of published text material, the pedagogical styles implicit in them, access to materials and teachers understanding of what texts are intended for (the teacher—text dimension).
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Second, there are concerns about the teachers’ repertoire of teaching strategies and how these relate to the cultural contexts in which they operate, in terms of curriculum, location, school size, resourcing and social composition of their classes (the teacher—learner dimension).
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The third type of concern has to do with the demands that different texts make on pupils, in terms of concepts, language, visual literacy, structure, format and message (the learner—text dimension).
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© 2004 Alan Peacock and Ailie Cleghorn
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Peacock, A., Miller, K. (2004). What Changes Need to be Implemented in Teacher Education Programs so that Teachers can Use Text Materials Effectively?. In: Peacock, A., Cleghorn, A. (eds) Missing the Meaning. Palgrave Macmillan, New York. https://doi.org/10.1057/9781403982285_15
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DOI: https://doi.org/10.1057/9781403982285_15
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