Teacher training processes and teachers’ competence—a sociological study in the primary school |
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| Institution: | 1. Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland;2. Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland;3. Faculty of Education and Welfare Studies, Åbo Akademi University, Turku, Finland;4. Faculty of Social Sciences, University of Tampere, Tampere, Finland;5. Faculty of Health Sciences, Department of Nursing Science, University of Eastern Finland, Kuopio, Finland;6. Faculty of Medicine, Department of Nursing Science, University of Turku, Turku, Finland;7. Degree Programme in Physiotherapy, Tampere University of Applied Sciences, Tampere, Finland;8. Degree Programme in Social Services, Tampere University of Applied Sciences, Tampere, Finland;9. Teacher Training Programme, Tampere University of Applied Sciences, Tampere, Finland;10. Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland;11. The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence, Finland |
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| Abstract: | 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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