Articulation practices in designing teacher training courses: Perspectives and differentiations in complicated, rephrased patterns of truth and functionality

Abstract

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.