While curricular change often begins with a new textbook, its eventual enactment in the hands of individual teachers depends on their orientation towards the curriculum and its representation in the textbook. Studying this teacher-textbook relationship is crucial for understanding how curricular reform intended by textbook designers is likely to be implemented in individual classrooms. We have been studying this by means of didactic tagging—a methodology where teachers assign metadata to textbook tasks. Categories of metadata include both descriptive aspects of tasks and aspects of their envisioned enactment. Prior research has focused on characteristics of the textbook that emerge as patterns in metadata that persist across multiple taggers. In the current study we turn our attention to individual differences across taggers. Four teachers tagged tasks that comprise an entire pre-calculus high school textbook. Analysis generated non-trivial findings regarding each tagger’s interaction with the textbook, in the form of individual patterns in the tagged metadata. These patterns allowed us to put forth tentative “profiles” of each of the four teachers’ interactions with the textbook. We propose this as a method for investigating and assessing teachers’ didactic orientations, and for predicting aspects of their enactment of textbook curricula, while avoiding time-consuming and intrusive observation of classroom teaching.

虽然课程变更通常始于一本新教科书，但最终由个别教师制定的内容取决于他们对课程的定位及其在教科书中的代表。研究这种教师与教科书的关系对于理解教科书设计者打算如何在各个教室中实施课程改革至关重要。我们一直通过教学标记进行研究，教学标记是教师将元数据分配给教科书任务的一种方法。元数据的类别既包括任务的描述方面，也包括其设想的制定方面。先前的研究集中在教科书的特征上，这些特征以元数据中的模式出现，并在多个标记器之间持续存在。在当前的研究中，我们将注意力转向标记器之间的个体差异。四位老师标记了组成整个微积分学前高中教科书的任务。分析产生了关于每个标记者与教科书的互动的重要发现，形式为标记的元数据中的各个模式。这些模式使我们能够对四位教师与教科书的互动进行初步的“描述”。我们建议将其作为一种调查和评估教师的教学取向，并预测他们制定的教科书课程的方法，同时避免费时费力的课堂教学观察。这些模式使我们能够对四位教师与教科书的互动进行初步的“描述”。我们建议将其作为一种调查和评估教师的教学取向，并预测他们制定的教科书课程的方法，同时避免费时费力的课堂教学观察。这些模式使我们能够对四位教师与教科书的互动进行初步的“描述”。我们建议将其作为一种调查和评估教师的教学取向，并预测他们制定的教科书课程的方法，同时避免费时费力的课堂教学观察。