Bernstein's Theoretical -- Empirical Dialectic as a Methodological Basis for Uncovering the Social Relations of Pedagogic Communication about Family-School Partnerships in the Initial Teacher Education Curriculum

Autor/in	Williams, Keith
Titel	Bernstein's Theoretical -- Empirical Dialectic as a Methodological Basis for Uncovering the Social Relations of Pedagogic Communication about Family-School Partnerships in the Initial Teacher Education Curriculum
Quelle	In: International Journal of Research & Method in Education, 46 (2023) 2, S.133-143 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williams, Keith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2022.2094357
Schlagwörter	Family School Relationship; Partnerships in Education; Preservice Teacher Education; Preservice Teachers; Communication (Thought Transfer); Dialogs (Language); Communication Strategies + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Communication; thought; Kommunikation; Gedanke; Dialog; Dialogs; Dialogue; Dialogues; Kommunikationsstrategie
Abstract	This paper demonstrates how the orientation of trainee teachers to messages relayed about an aspect of practice can be specified if a dialectic is kept between the theoretical and the empirical, in accordance with principles developed by Basil Bernstein. Bernstein's methodology has the capacity to establish subtle understandings of how practices are recognized by exposing the different constellations of social relations structuring modalities of pedagogic communication. Practices designed for use during initial teacher education (ITE) to encourage trainees to commit to development of family-school partnerships (FSP) are used to illustrate the utility of Bernstein's approach. The message ITE providers relay about FSPs has a direct bearing on trainees' knowledge, competences, values, and attitudes. How they recognize the legitimate message relayed has implications for their future practice. ITE providers should be concerned with identifying the social relations of pedagogic communication to determine whether a mode exists that will increase the likelihood of trainees adopting practices that make the establishment of FSPs more likely. The origins and originality of Bernstein's work is discussed and examples from research on FSPs are embedded into his methodology to illustrate how it serves as a framework with which to inform the design of ITE curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01