educational resources, textbooks, learning support, scaffolding

The reform of the curriculum in Czech schools meant significant changes in educational outcomes, organization and educational content itself. In connection with this, efforts are also being made to change the educational learning environment and to incite effective processes by which the objectives are realized. The emphasis is on the strategies which respect constructivist concepts of instruction andelements which support the pupil in their active mastering of subject matter.The study presents initial empirical findings on the support of pupils during instruction through printed textbook and other educational resources. Based on analysis of learning text materials, we identified elements that specifically support student?s learning in the cognitive and metacognitive area. These were analysed with regard to their type, purpose and means [1], [2]. Subsequently we wonder how can this support based on educational resources be modified or implemented directly by the teacher. Our focus is on secondary school teachers and their thoughts on means of supporting their pupil with the use of textbook. This qualitative study?s aim was to, with use of semi-structured in-depth interviews, describe what education media are used in instruction, identify to what extent does the teacher use education media and for what purposes and find out which supporting elements included in textbooks are used by teachers. Theoretical bases are socio-cultural approaches and the concept of scaffolding.

The reform of the curriculum in Czech schools meant significant changes in educational outcomes, organization and educational content itself. In connection with this, efforts are also being made to change the educational learning environment and to incite effective processes by which the objectives are realized. The emphasis is on the strategies which respect constructivist concepts of instruction andelements which support the pupil in their active mastering of subject matter.The study presents initial empirical findings on the support of pupils during instruction through printed textbook and other educational resources. Based on analysis of learning text materials, we identified elements that specifically support student?s learning in the cognitive and metacognitive area. These were analysed with regard to their type, purpose and means [1], [2]. Subsequently we wonder how can this support based on educational resources be modified or implemented directly by the teacher. Our focus is on secondary school teachers and their thoughts on means of supporting their pupil with the use of textbook. This qualitative study?s aim was to, with use of semi-structured in-depth interviews, describe what education media are used in instruction, identify to what extent does the teacher use education media and for what purposes and find out which supporting elements included in textbooks are used by teachers. Theoretical bases are socio-cultural approaches and the concept of scaffolding.