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ERIC Number: EJ697949
Record Type: Journal
Publication Date: 2005-May
Pages: 23
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Teacher Training Processes and Teachers' Competence-A Sociological Study in the Primary School
Morais, A.M.; Neves, I.P.; Afonso, M.
Teaching and Teacher Education: An International Journal of Research and Studies, v21 n4 p415-437 May 2005
The paper describes part of a study whose aim was to investigate the relation between modalities of teacher training and modalities of pedagogic practice implemented in the science classroom. The study is focused on primary school context and analyses the evolution of teachers performance in terms of their acquisition of recognition and realisation rules, i.e. coding orientation, to specific scientific learning contexts. Theoretically, the study is based on Bernstein's theory of pedagogic discourse [Bernstein, 1990, Class, codes and control: Volume IV, The structuring of pedagogic discourse. London: Routledge; Bernstein, 2000, Pedagogy, symbolic control and identity-theory, research, critique (rev. ed.). New York: Rowman & Littlefield] which provided the concepts to characterise the modalities of teacher training and of classroom pedagogic practices and to analyse teachers' evolution in terms of recognition and realisation rules. The sample was made up of four teachers and their four socially heterogeneous school classes. An action-research methodology was followed. The results suggest that the teacher training implemented was favourable to the teachers' professional development and their competence to lead all children to a high level of scientific development. The efficiency of the training process has to be mostly attributed to the strong classification of the researcher-teachers relation and to the strong framing of evaluation criteria, selection and sequence, together with weak framing of hierarchical rules and pacing.
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Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York; United Kingdom (London)