Loo, Sai;
(2007)
Theories of Bernstein and Shulman: their relevance to teacher training courses in England using adult numeracy courses as an example.
Journal of Further and Higher Education
, 31
(3)
pp. 203-214.
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Abstract
Since 2002, adult numeracy specifications have been introduced for the first time in England. This article investigates the relevance of Bernstein and Shulman’s theoretical frameworks to teacher training using the new level four adult numeracy teacher training programmes as an example. The article discusses Bernstein’s theories relating to pedagogic methods of acquisition and transmission. It investigates the recontextualization process in which subject-content and teaching standards may be translated into teaching approaches, which can be used by trainee teachers. It also investigates Shulman’s model of pedagogical reasoning and action in relation to teacher training. The article bases its evidence on a research project, which evaluates teacher-training courses in adult numeracy and literacy, and English for speakers of other languages in England. The article suggests that the two educationists’ theories have significant relevance to the design and implementation of teacher training courses. It also suggests that they can be used alongside each other with each educationist’s theories having their particular strengths. Bernstein’s theories emphasises a rigorous approach to course structuring; Shulman’s theories offer an insightful approach to how a trainee transforms subject and teaching standards knowledge and skills into possible teaching methods to help her learners understand the subject.
| Type: | Article |
|---|---|
| Title: | Theories of Bernstein and Shulman: their relevance to teacher training courses in England using adult numeracy courses as an example |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Keywords: | Initial teacher education |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10001620 |
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