Session Information
10 SES 13 B, Analysis of Teacher Educators’ Discourse in Urban Education
Symposium
Contribution
The Internactional and European context of teacher training centres is esentially urban, and, therefore, quite homogeneized and standardized nowadays, which pronounces even more this phenomenon. The relationship between the teacher and the student takes place within this urban framework, in which information is exchanged and knowledge is constructed. The models that represent in a subjective way the situations, events or ideas of the texts and the verbal elements used in the relationships established between teachers and students can be categorized in: the meaning expressed in the documents, the context in which they are produced, the cultural group in which we are, and our own previous experience. Thus, accessing to these mental models involves obtaining a relevant and much richer flow of information than remaining within the explicit meaning, which is essential in order to create useful scientific knowledge for teachers’ training, beyond the homogenization and standardization that we mentioned above.
In order to go beyond the explicit discourse of those who give information or of those who receive it, analysis tools have been refined and supported in especially-designed software, while these have been contextualized both in relation to the areas of study and the social and cultural background.
It is relevant, then, to present different theoretical models and to discuss their potentials and limitations in relation to the research on teachers’ training, which attempts to gain access to the mental and contextual models that underlie the discourse of educational actors. Likewise, it is relevant to present cases of the implementation of these models into specific studies that are currently being carried out, and that, in many occasions, are supported in the development of tools designed ad hoc for this purpose.
Thus, concept maps are a fluorishing approach to the expert and tacit knowledge of teachers, difficult, in most cases, to be made explicit. The narrative approach to the educational phenomena is also a highly topical in teachers’ training research. The in-depth approach is, as well, an in-growth theoretical model for tackling educational issues and most especifically of the professionals of education. Finally, the analysis of correspondences, supported by specifically-made software, can also serve for generating an in-depth knowledge of the mental models of teachers.
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