This view was selected since there were rare cases in the whole literature related to teacher education. On the other hand, defining a hermeneutic model could be expected to provide a more objective and tangible of teacher education nature and its configuration in the minds of those who directly deal with or discuss it. The main question for which this study tried to find an answer was whether it was possible to present a hermeneutic model for giving an operational definition to teacher education. To answer the question, the study followed a survey-qualitative methodology: first the concept of teacher education was investigated through archival scrutiny and its definition deficiencies were determined.

Gender, gender culture, pedagogical culture

Agarwal. R., Epstein, S., Oppenheim, R., Oyler, C., & Sonu, D. (2010). From ideal to practice and back again: Beginning teachers teaching for social justice. Journal of Teacher Education, XX(X), 1–11. doi: 10.1177/0022487109354521

Ambe, E. B. (2006). Fostering multicultural appreciation in pre-service teachers through multicultural curricular transformation. Teaching & Teacher Education: An International Journal of Research and Studies, 22(6), 690-699. https://doi.org/10.1016/j.tate.2006.03.005

Barnes, D. (1976). From communication to curriculum. Harmondsworth: Penguin. Bannick, A., & Van Dam, J. (2007).

Bootstrapping reflection on classroom interactions: discourse contexts of novice teachers’ thinking. Evaluation & Research in Education, 20(2), 81-99. doi: 10.2167/eri400.0

Ben-Peretz, M., Kleeman, S., Reichenberg, R., & Shimoni, S. (2013). Teacher educators as members of an evolving profession. Rowman & Littlefield Education. Bernstein, R. J. (1983).

Beyond objectivism and relativism: Science, hermeneutics, and praxis. Oxford: Basil Blackwell.