This article empirically presents a fifth voice to extend the analytical approach to the study and preparation of teacher guides. This fifth voice – what we call the authority voice – which we have developed through a theoretical elaboration and an iterative analysis process complements the other four voices. The four traditional voices and this fifth voice are visualized together, in turn engendering a more powerful analytic approach that can contribute productively to developing content in the future for teacher guides. The theoretical starting point is the classical approach of Remillard (2000, 2012), where teacher guides can speak either to or through the teacher. Ahl, Koljonen and Helenius (2017) develop this approach further, partly by nuanced speaking to the teacher in two voices (expert and philosopher), and partly by adding a fourth voice: Talking past the teacher. Through a qualitative analysis of 10 selected teacher guides from dansk.gyldendal.dk, we find a need to give nuance to the voices. This added voice – the authority voice – is described through characteristics and empirical examples on how the subjectivity of the author appears particularly explicitly in the teacher guides.
This article is in Danish.
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