Universidade de Lisboa Repositório da Universidade de Lisboa

Repositório da Universidade de Lisboa >
Faculdade de Ciências (FC) >
Departamento de Educação (FC-DE) >
Centro de Investigação em Educação (FC-DE-CIE) >
GI Didáctica das Ciências (FC-DE-CIE-GIDC) >
FC-DE-CIE-GIDC - Capítulos de Livros >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10451/4211

Title: Teachers as creators of social contexts for scientific learning: New approaches for teacher education
Authors: Morais, Ana Maria
Neves, Isabel Pestana
Keywords: Teachers’ professional development
Science education
Realisation rules
Recognition rules
Issue Date: 2006
Publisher: Routledge
Citation: Morais, A. M., & Neves, I. P. (2006). Teachers as creators of social contexts for scientific learning: New approaches for teacher education. In R. Moore, M. Arnot, J. Beck & H. Daniels (Orgs.), Knowledge, Power and Educational Reform: Applying the sociology of Basil Bernstein (Chap. 9). London: Routledge.
Abstract: The study continues research developed by the ESSA Group (Sociological Studies of the Classroom) within the field of teacher education. Bernstein’s theory of pedagogic discourse has provided the main conceptual framework and the concept of specific coding orientation has been used to evaluate the professional development of teachers involved in in-service teacher education programmes. The objective of this paper is to present what has been done to appreciate teachers’ professional development in terms of recognition and realisation rules (specific coding orientation) to contexts of pedagogic intervention, discussing the meaning of that relation and the potentialities and limitations of the methodological instruments which have been constructed to evaluate teachers’ performance. A detailed and grounded description of the instruments is given, referring the theoretical and methodological assumptions that have guided their conception and application and giving examples to show how the analysis of the data was done. It is also discussed the extent to which the results of the application of these instruments can give suggestions for a progressive improvement of the external language of description developed in the context of teacher education.
Peer Reviewed: yes
URI: http://hdl.handle.net/10451/4211
ISBN: 0-415-37914-8
Publisher version: http://www.routledge.com/books/details/9780415559720/
Appears in Collections:FC-DE-CIE-GIDC - Capítulos de Livros

Files in This Item:

File Description SizeFormat
Morais A M_ & Neves I P_Teachers as creators of social contexts.pdf1.9 MBAdobe PDFView/Open
Statistics
FacebookTwitterDeliciousLinkedInDiggGoogle BookmarksMySpaceOrkut
Formato BibTex mendeley Endnote Logotipo do DeGóis 

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

 

  © Universidade de Lisboa / SIBUL
Alameda da Universidade | Cidade Universitária | 1649-004 Lisboa | Portugal
Tel. +351 217967624 | Fax +351 217933624 | repositorio@reitoria.ul.pt - Feedback - Statistics
DeGóis
  Estamos no RCAAP Governo Português separator Ministério da Educação e Ciência   Fundação para a Ciência e a Tecnologia

Financiado por:

POS_C UE