STRATEGIES USED BY TEACHERS TO SUPPORT LEARNING OF LOWER SECONDARY SCHOOL PUPILS FROM EDUCATIONAL TEXT RESOURCES I. Cervenkova, M. Vaclavik, Z. Sikorova University of Ostrava (CZECH REPUBLIC) Abstract The study presents empirical findings related to ways of supporting pupils’ learning based on textbooks and other text-based resources. Based on previous researches and direct participated observation during class (2008-2010) we found that printed textbook has an essential role for learning and teaching. While pupils rarely use it in order to prepare for class, it is used extensively (often and with high frequency) at school and for many purposes [1], [2]. Teachers use them primarily as a resource in order to prepare for classes and often as a guideline for didactic proceeding during their own classes. What role do textbooks have in supporting pupils’ learning and does the role differ from other text-based resources (especially digital ones)? How does or doesn’t textbook help the teaching process and what kind of teaching support can teacher provide thanks to it? The main goal of the research was to identify strategies used by primary school teachers to support their pupils' learning when working with educational resources. The research design used qualitative methodological procedures. Based on the content analysis of textbooks and semi-structured in-depth interviews with teachers of various subjects, we verified what kind of educational resources teachers use in their class, to what extent and for what purpose. Subsequently, our goal was to find which components in teaching and learning materials are considered by teachers as supportive and how do teachers use them to make pupils’ learning more effective. Data was analysed through typological analysis. We found out that some of the strategies applied by teachers´ respect constructivist approaches or apply principles that enable active learning. But we also identified strategies that have a rigid character. We assessed these strategies in relation to the learning content, teacher’s teaching concept and the type of educational resource used. The theoretical foundations of the research are socio-cultural approaches and the concept of scaffolding. Keywords: Textbook, textbook use, educational resources, learning support, scaffolding. 1 INTRODUCTION A printed textbook is an essential educational relic in Czech schools. It is defined as a “kind of book publication with adapted content, structure and features for didactic communication. It serves both as a part of the curriculum (i.e. it presents a certain section of the planned education content), and as a didactic means, i.e. it drives and stimulates pupils’ learning and establishes teaching activities” [3]. Textbooks are employed during the lessons in a significant amount of time (frequently and for a large portion of a lesson) [4], [5]. Researches assume that they are primarily used by pupils as learning support, but teachers preparing the lessons rely on them as well. Research confirmed that teachers were heavily dependent on textbooks and methodological resources, although they were convinced that they planned the lessons on their own. Research confirms that teachers are heavily dependent on textbooks and methodological resources, although they were convinced that they were planning the lesson themselves [6]. Textbooks serve as a source of knowledge and occasionally even as an exact methodical instruction for proper lesson construction. Additional printed sources besides textbooks are utilised throughout the learning [7]. Some of them are didactically processed – workbooks, worksheets, atlases, or collections of activities; some possess a secondary educative function – encyclopaedias, dictionaries; other types of materials are created by a teacher due to the difficulty of the educational text or to increase the motivation of pupils. Currently, digital sources are getting more widespread. Lesson observations confirm that it is highly improbable to find a teacher who would not use at least PowerPoint presentations. Various seminars and projects, initiated and supported by the Ministry of Education, Youth and Sports or the European Funds, are fashioned to promote the use of digital sources and their implementation into learning. Czech schools are furnished with multimodal rooms to develop a computer literacy of the pupils. The tendency of digitalisation of learning and teaching resources is deeply related to the modern age. The question Proceedings of EDULEARN19 Conference 1st-3rd July 2019, Palma, Mallorca, Spain ISBN: 978-84-09-12031-4 5669