Education Research Journal Vol.

6(9): 162 - 166, September 2016
Available online at
ISSN: 2026-6332 ©2016 International Research Journals

Full Length Research Paper

Culture and Teacher Training
Yara A. F. Guimarães
Center for Natural and Human Sciences, Federal University of ABC, Brazil

Corresponding Author Email:


The objective of this paper is to discuss culture in the context of teacher training. We discussed theoretically
the concept of culture and how this culture is inherent in the teacher training process. With this direction, we
discuss how social interactions and the elements of disseminated culture in degree courses influence of
teacher training and development of teacher professional identity. This is a theoretical research, based on the
relevant literature. Thus, our focus on analysis is the social interactions with the culture developed in the
course and how this interaction promotes teacher training. We believe that culture not only mediates the
identity processes during teacher training but also establishes implications for the curriculum of the
Undergraduate. We argue that analyzing teacher training courses from the perspective of social relationships
and identities through interactions with culture, is a powerful interpretive device. This interpretation allows us
to understand and analyze the teacher training and mainly find new options to advance in theoretical and
practical discussions about the curriculum.

Keywords: Culture, teacher training, identity, the circuit of culture, curriculum.

Introduction So, the culture not only mediates the identity
processes during teacher training but also establishes
Teacher training is an important time to establish the implications for the curriculum in the Undergraduate.
social significance of the teaching profession and to Thus, our aim at this work is to think about culture in the
form new identifications from the perspective of context of teacher training. We chose a theoretical
teachers. The undergraduate can provide an opportunity approach to discuss in this paper (Erickson, 1986). With
for review of the traditions in teaching. This training can this direction, we discuss how social interactions and the
be characterized by the intentional incorporation of elements of disseminated culture in degree courses
certain elements of culture, historically accepted, could influence teacher training and development of
determined by power struggles and representing the teacher professional identity.
training needs emerging from a given social context and Our focus on analysis is the social interactions with
historical moment. Consequently, we consider that the the culture developed in the course and how this
teacher training courses may represent a building space interaction promotes teacher training. Thus, we chose to
of a professional identity and can provide the necessary discuss theoretically how culture is inherent to social life
conditions for the development of the autonomy of and how it permeates the training of teachers. We did a
teaching. literature review and we based our considerations on the
Courses of teacher training are constituted through a work of authors who follow this investigative line. Culture
process of interaction between the participants has taken a central role in the ways which society is
(teachers, students, etc.) and the elements of culture organized. Therefore, the identification element in a
that has been historically constructed and systematized social group that is united in support of teacher training
in the undergraduate. This dimension of the teachers has culture as a negotiating agent in interpersonal
training process is established not only by the nature of relationships. Culture is produced and consumed within
the relationship that individuals have with the curriculum the group through social interactions. So the question of
(Apple, 1990), but also through the explicit concepts culture is essential in understanding the identity and the
and/or implicit in culture and their circulation into the training of teachers (Grant, 1997). We have culture as
course. discussion link and also as an analytical context.


their ideology and their representations Hall (2009). This system produces certain other capabilities and habits acquired by man as a meaning when certain individual or social group member of society” (Tylor. in recent years „culture‟ has discussions about the curriculum. and any interactions with culture. mediates social. production and would be one “complex whole. interacts with a cultural artifact. culture is a human production. production and circulation of the society and its culture (Hall. (1997) because or since and social identities express the reality that makes up culture is a way of life. (1997) presented a method of thinking diploma. It is through interaction with the symbolic) with a group always mediated by cultural culture that the individual identifies and socializes (Hall tools. Figure 1: The Circuit of Culture. been promoted too altogether more important role as theorists have begun to argue the cause of our the The Centrality of Culture source of all social practices are meaningful practices. the social constructs us as individuals. is necessary to analyze Culture is necessary to make possible the diversity the processes of representation. 1). if on the apprentice learns when interacts with the cultural the one hand. In this sense. they are full fundamentally cultural” (Du Gay et al. as opposed to being understand and analyze the teacher training and mainly regarded as a mere reflection of economic or political find new options to advance in theoretical and practical processes. For Du Gay et al. custom. understand the cultural artifact. therefore the culture is an essentially process of cultural appropriation (Hall. one of the first to define culture in a broader perspective. 1997. its context. So Being a meaning. on elements disseminated in degree. We have argued that analyzing teacher training as shown in Figure 1. using what they call the Circuit of Culture. 1871. p. In this sense there is a direct correlation complexity of their social relations. “Not only this. morals. We believe that himself as individual. The Circuit of Culture is a methodological tool of as we understand today. According to him the culture analysis to study the culture. changes the nature and changes the identities emerge from the relationship (social and yourself too (Hall. belief. 2. identities associated with it (Woodward. 1996). In this context. its specificities and the transformation. into unity of mankind. This interpretation allows us to constituting the social world. The anthropologist Edward Burnett Tylor in 1871 was 1997). law. We are always in historically shared. 1997). between what is thought to be cultural identity and the We understand that throughout his teacher training conception of what is culture (Hall. 1996). 1993). According to the authors. art. it is the interaction of individual subjectivities becoming a teacher and influences the development of that produces culture and tradition (Arendt. about culture. However. production. 163 . Culture is what allows man to consumption and regulation. 1997a). It is the experience of the other. thereby producing culture is a human construction. which includes maintenance of social identities. 1997b). identity. It allows man to identify became us teachers through the culture. Du Gay et al. The elements of culture are socially constructed and Thus. we can say that the representations 1997a)..Discuss culture in teacher education involves discuss adapt to the environment and makes possible the nature the course. We human and social construction. intellectual and artistic interactions and is ever According to this conceptual framework to analyze and unfinished or in process. the courses from the perspective of social relationships and culture is theoretically emerging as significant element of identities through interactions with culture is a powerful social mediation. The culture has been considered as interpretative device. p. a diagram of knowledge. Teacher is much more than just gets an undergraduate Du Gay et al.

it is also construction. produced. we can say that such action considered. between tradition and the new in teacher education. The context of the meanings. The regulation establishes regulators of course. an by man to serve as mediators of this relationship. the various forms of crops produced promotes to ponder about on social interactions and and / or consumed in teacher training. between the past and the future. the slightest change in any Teacher Training and the Question of Culture component ends up influencing all the others. called Curriculum Identity (Guimarães. There is. In this sense. And so. It is sense and meaning by group. The expression of a signification process of culture. In this sense. It is an effect. result of work and et al. (1997) the investigation of these characteristics interaction of members of the course. The cultural tool is the mediator between the subject and the identity is a way of being. However. With regard to curriculum and training of teachers we but a necessity of existence or emergency contingencies consider that culture refers to the set of socially of the circumstances (Du Gay et al. The interconnections of diagram represent an interactive dynamics. belonging to the body of knowledge scientific or elements in this circuit.The elements that constitute the Circuit of Culture constructed and historically has been shared by (production. therefore. The curriculum mediates social and cultural relations the system of significance of the identity. shared and consumed in teacher training This is because social practices of different groups may courses is between what has been developed and what use different meanings and promote social it hopes to accomplish. The culture setting and the selected knowledge social interactions through of production regulation rules in curriculum of teacher education is not necessarily one and standards consumption. any other human construction. this is. It is it. human cause and effect of power struggles. representation has the power to define the identity and we seek to characterize the curriculum as a cultural therefore ultimately occupy a prominent place in artifact. consumption. Such interactions are not presented as absolute or essential. activity mediated by cultural tools enables conditions for the transformation of the world. and also to ponder about power cultures belonging to the social group and make up the relations and hence the identities that emerge from cultural framework of professional training. allowing humans In context of teacher training the culture in curriculum development of higher functions. the curriculum is also a political activity because organizes the culture Consumption: It is the purpose for which the culture is and consequently the power relations and their influence produced. constructed elements and historically has been shared Each of the elements in the Circuit of Culture by the group. these interactions (Giddens. if knowledge and culture are logical Production: The production of culture is a social conditions of teaching and teacher training. theorizing about culture and identity. several voices. 1997). It is worth does not lead to a consensus about its definition or remembering that this perspective all cultures should be importance. culture is a construction represents a keyword for culture discussion For Du Gay essentially human and social. Thus. The within the teacher training course. regulation. analysis. The culture forms of cultural significance and thus new identities. forms of subjectivity and identity. although governed by the law from each country. So at the same time development is as a set of elements that are socially 164 . Wertsch (1995) considers that man's relationship to the world is not established through direct action. but it Identity: It is linked to a representation of culture is always mediated by instruments (tools) that are built expressed by particular social group. In this perspective. essentially social. Conditional upon the sphere of specific social conditions interaction that promotes their regulation and to some extent is driven by demand development. 1997b). 1991). a practice of meaning construction through logical that his analysis materializes according to the the use of language. Such specific also on the interaction between the culture and the cultures. Following is a brief The curriculum in teacher training is a cultural choice discussion of each of the elements that make up the and can be understood as a pronounced practice for Circuit of Culture. The sphere of consumption can develop new on the development of teacher identity. training of the teachers has its specificities. representation and individuals. The circuit of culture when analyzed from identity) are aspects of social interactions and correlate the perspective of teacher training has the curriculum as particular individual or social group to a set of different a cultural artifact of mediation and the identity of the social practices that are equivalent in the identity training course that emerges from this interaction is development process (Hall. no order of priority or hierarchy between these forms of 2014). The cultural artifact is a tool that was imbued with according to the historical and political context. The culture symbolizes a link differentiation of a specific cultural tool. It is a dynamic process and that is really present into the undergraduate degree or in often is disputed. Regulation: Institutionalizes the rules of interaction with We consider that all curriculum content selection is the culture and the different forms of mediation through reflected in the social relations of social context of the cultural artifacts. acting and interacting in social object. in this case. be the knowledge declared and explicit in their legal documents Representation: Is the discursive process by which or the social interactions of the individuals who compose culture takes meaning and is developed historically. The curriculum is a matter of culture as (consumption).. includes power struggles involving practice the teaching profession.

We argue curriculum as a regulator of the teacher training. and also for the understanding and embodies the Curriculum Identity. we can represent the diagram of Circuit of understand and analyze the teacher training and mainly Culture for teacher training. F. H. Science taking each other for the culture that is produced and/or Education (Physics. their own culture (Hall. It is the group's tradition that to both a broader understanding of the concept of develops and supports social representation which curriculum itself. 1995). K. This interpretation allows us to In this sense. University of shared. that is. strengthen identity ties of group. (1991) Modernity and Self-identity: Self and process. Try to become teacher integrated into an extensive network of representations is hard and challenging work. Janes. have two-way of action. we hope. n. 1. impregnated with the senses and specific meanings of Culture is transformed according to the basis of the course to which it belongs. Londres. The social representation reaffirms the power in Political Thought. v. Thus. when is perpetuated. is improved its own teacher training course is a social group that is identity and becoming a Teacher. In this it is also factor for development of humanity. consume culture is closely mediation of man's relations with the world. (Ed. Between Past and Future: Eight Exercises regulation. P. way. interact and identity that emerges from this context is what we call Curriculum Identity (Guimarães. therefore. the curriculum can be considered a cultural training are also ways for the production of the new and artifact because it is a sociocultural construction and is the innovation. at a factory to assemble individuals who are expertly Grant. Y. take representations of by intentionality activity (Wertsch. the research in education would subtracted Society in the Late Modern Age. London: Penguin Books Du culture strengthens the belonging links and enables the 17122014-120851/ 165 . 1997).that human activity is a means of transforming the world individual to take part in the production space. Retrieved from: representations of the group. A. (1997). It‟s requires free and at different levels of action. (2014). Sage/The Open University. In course of teacher training the culture that is 1993). The culture is still a narrative chosen by the curriculum is theorized as a cultural artifact contributes group to describe him. must be perpetuate (Arendt. New York: Macmillan Publishing Co. S. the tradition and with the new in meanings. New York: course and it is consumed.). The element of being a teacher. We affirm that when the tradition.. Such that discuss culture is equal discuss the identity. can related to the form yourself as teacher. If so. Our results indicate that (Wertsch. of course.. H. inicial de professores de física [Curriculum identity in the Consume culture in a particular social group involves Teacher Training of physics]. 33. 9-28. A. It is the result of the Routledge. The undergraduate degree. (1990). Giddens. Tradition is this vision discussion of cultural identities that emerge from social of what is important and significant in the past and interactions mediated by it. pp. On the other hand. is a powerful interpretive interacts with the curriculum which is a cultural artifact. L. the social meanings express the synthesis of cultural production circulating in the undergraduate Apple. that analyzing teacher training courses from the Consequently. Mackay. N. Each institution or social group individual perceptions and social representations with develops and requires its own universe of practices and the culture. 2014). device. (1986). Qualitative methods in research on Conclusion teaching. such representations are creative effort to absorb its culture of Being Teacher in aimed at legitimizing the specific cultural elements of the order to build a teaching professional identity. where the curriculum is the find new options to advance in theoretical and practical cultural artifact with which the course participants discussions about the curriculum. M. W.. References Thus. Walkman. Chemistry and Biology). social processes that are developed in the course of In conclusion. 1995). F.usp. the curriculum also promoting the convergence of course objectives for the represents what ways the group interacts with each teacher training and for maintaining their professional other. Some problems of identity and education: a trained and repeaters of specific techniques. M. & Negus. in turn. Cambridge. The consumption of ttp://www. produced and consumed indicates what the shared by the group in the form of social representations group considers to be publicly valuable to be consolidate the culture conveyed in the course. we believe that emerging certain perspective of social relationships and identities through social identity when the group that makes up the course interactions with culture. the comparative examination of multicultural education. Identidade curricular na formação construction. In: Wittrock. Doctoral Thesis. among other things. Handbook of research on teaching. 119- Knowledge and culture are not organized just like a line 161. Erickson. 2014). historical path and is organized by systems of Arendt. we affirm that it is the clash between Teacher Training. Polity. from its most primordial essence: the knowledge Guimarães.teses. (1993). Education would be reduced to a direct and univocal Comparative Education. It's called cultural tool when We indicate out those historical processes for externally oriented and directed to the control of nature maintaining the tradition according to the culture or sign when in an internal activity for appropriation of conveyed in the teacher training is important to culture and knowledge by the individual himself. The tradition and the elements of the culture conveyed. Ideology and Curriculum. relations printed in the course and is expressed by the (1997). Hall. pp. consume culture conveyed in a teacher training Mediation is a dynamic process that is characterized course is. Brazil.C. culture and. maintaining culture and traditions directed to teacher Thus. Doing cultural studies: the story of the Sony Curriculum Identity (Guimarães. is to incorporate yourself in the traditions and São Paulo.

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