Articulation Practices in Designing Teacher Training Courses: Perspectives and Differentiations in Complicated, Rephrased Patterns of Truth and Functionality
Keywords:
educational packages; knowledge; lifelong education; teachers; training coursesAbstract
This paper delves into the process of developing and
providing educational training courses to teachers. In this respect, issues
of adaptive policies are analysed based on the underlying system
necessities. The selective correlations conducive to structuring
converging fields among the social, political and cultural domains are
also defined. Developmental operations about the sub-sampling of
training models are clarified in such a way so as to highlight an
educational policy on teachers' training in the form of a symbolic
universe characterised by the educational domain interdependence and
confined autonomy. The paper focuses on the constructed "status of
truth" to meet teachers' needs. An obsessive quest for degrees and
certification is prevailing, while teachers’ personal time is being shrunk
by the imposed “demands”. The issue of domineering educational
training packages is emphasized, as they cannot be considered
educational discourse regardless of their technical or pedagogical
features.
https://doi.org/10.26803/ijlter.18.6.10
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