The article discusses different understandings of what useful teacher guides for didactic learning materials should contain. The article refers to research on learning materials on what researchers consider to be the optimal teacher’s guide and what requirements teachers place on teacher’s guides. The article describes a design-based research project that investigates what support five Danish teachers require for the subject’s didactic teacher guides. The project proceeds in an interview phase and a workshop phase. Based on the teacher interviews, the teachers are presented with prototypes with ideas for teacher guide design in phase two. Teachers prefer concrete guidance in the form of instructions, concise overview texts and concrete model suggestions. In addition, it was found that teachers use teacher guides in different phases of their work. Teachers also use teacher guides differently depending on the Danish subject area they are working with. For both experienced and newly qualified teachers, we also found that they generally lack support in the guides for differentiating teaching, but that they do not need support for teaching evaluation.
This article is in Danish.
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