The Impact of the Student Teaching Experience on the Development of Teacher Perspectives (original) (raw)
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1980
Two differing viewpOinta on the sociallization of student teachers are presented in this review of the literature on ther.subcect. The functionalist view places the Student teacher in a passive role, shaped by childhood experiences, and influenced by peers, pupils, cooperating teacherst'supervisors, and the structure of the school environment. The.opposing view of socilization regards : 'the student teacher as an individual adiustinq to,the school society withott deeP internal changes in beliefs or attitudes. The implications of these opposing philosophies are discussed with questions on the value of the student teaching experience and their implidations for teacher education. A3D1 4
1997
Teacher socialization research is that field of scholarship which seeks to understand the process whereby the individual becomes a participating member of the society of teachers (Danziger, 1971). This paper reviews that research, but rather than simply describing in a chronological, cumulative or even thematic way, studies which have been conducted since Lortie's (1975) classic work Schoolteacher: A Sociological Study, our intention is also to examine competing explanations of teacher socialization which have arisen from different intellectual traditions. In addition, we will address issues of the relation of the research to teacher education practice and issues related to the social relations of the research process itself.
Teacher Socialization in a Changing World: Functionalist, Interpretive, and Critical Perspectives
2019
The purpose of this chapter is to examine teacher socialization with different aspects. Therefore, teacher socialization was investigated as a concept. Afterward, the primary socialization traditions—functionalist, interpretive, and critical—were explained, and then the idea of teacher socialization was examined thoroughly according to these traditions. Throughout the chapter, the items of the stages of socialization, and Lacey’s model of socialization, the social strategies of beginning/novice teachers, the socializing factors, the socialization role of preservice teacher education and induction period, socialization in the workplace and culture were examined.
Examining the Teacher Induction Process in Contemporary Education Systems, 2019
The purpose of this chapter is to examine the teacher socialization with different aspects. Therefore, the teacher socialization was investigated as a concept firstly. Afterward, the primary socialization traditions - functionalist, interpretive, and critical- were explained; and then the idea of teacher socialization was examined thoroughly according to these traditions. Throughout the chapter, the items of the stages of socialization, and Lacey's model of socialization, the social strategies of beginning/novice teachers, the socializing factors, the socialization role of preservice teacher education and induction period, socialization in the workplace and culture were examined.
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference
This paper discusses the outcomes of the first stage of conducted qualitative research on professional socialization of novice teachers. The presented analysis refers to the transition period from the role of a student to that of an employee and uncovers the less well-known empirically side of the coin in teacher training with regards to professional socialization of novice teachers – the perspective of constructing one’s professional path at the intersection of two cultures: the culture of academia and the workplace culture.
Entry into teaching is generally recognised as a crucial phase in the professional life of a teacher . The initial years at school can be a critical part of a teacher's career having long-term implications for teacher effectiveness, job satisfaction and also career length. The problem of a high drop-out rate of novice teachers has gradually become a global issue. Therefore, teacher professional socialisation as a specific field within a larger body of research into occupational socialisation has received increased attention in the last decades . The paper presents a brief overview of teacher socialisation research paradigms within which both the anticipatory socialisation (pre-service) and the workplace (organisational) socalisation are investigated. Further on, the focus is specifically on the latter and on the factors that determine the processes of workplace socialisation of novice teachers. While recognising the significance of subjective determinants, we aim to survey mainly the objective ones in this article . Three layers of social context are addressed: interactive (pupils and classrooms), institutional (school culture, staff, and leadership) and cultural (local social community as well as broader economic, political and cultural environment).
On the Social Construction of an Experienced Teacher
1994
This study was designed to explore an experienced teacher's thinking and teaching within the social and cultural environment of the classroom. It investigated the thinking, planning, subsequent action and reflection processes and relationships in a real situation of learning. A naturalistic approach was used to investigate the socio-cultural context and events that occurred in the life of the classroom. The participant was a secondary school teacher who teaches language arts in grades 6-12 at a school in a southeastern city. Data were collected through participant observation, extended ethnographic interviews, pre-and post-observation interviews, document analysis, and stimulated recall. The data were analyzed in the constant comparative style. Results demonstrated that: (1) the teacher's teaching was more social than originally anticipated; (2) his experiences as a learner and as a teacher influenced the way he taught, and the way he thought about himself as a teacher; (3) pre-planning and interactive thinking were based on his interpretations and judgments of previous experiences; and (4) the social context of teaching was the basic source of reflective teaching. (Contains 37 references.) (Author/LL)
The Student Teaching Experience: A Methodological Critique of the Research
The issue of what educational research has illuminated to date about the universally accepted practice of student teaching is discussed in this paper. A critical review is ,provided of selected' literature on student teaching within the context of two contrasting paradigms for conducting educational research: psychometric and social-a.nthropological. Most of the research that has been conducted,falls within the dominant perspective of the,psychometric paradigm under the following five major categories: (1) student teacher attitudes and 'personality characteristics; (2) tlfe socialization of student teachers; (3) predictors of success in student teaching; (4) interpersonal relationships in student teaching; and (5) experimental attempts to modify student teacher behaviors. All of these categories are reviewed in depth. It is argued, however," that more emphasis should be placed on the social-anthropology paradigm. Extensive references are provided. (DS)
Teacher experience and the teacher-student relationship in the classroom environment.
In the classroom environment the interpersonal relationship between teacher and students is an important element contributing to the learning process of students. In this chapter we explore the significance of the experience of the teacher in realising relationships with students appropriate from the perspective of student outcomes . We use data from a cross-sectional and a longitudinal study to analyse differences between teachers in degree of dominant and co-operative behaviour in different stages of their professional career. The results show that teachers’ ideals of the teacher-student relationship are rather stable during the teaching career; they consistently strive for a high degree of dominance and cooperativeness. The actual teacher-student relationship however changes during the career. On average there is a significant increase in dominant behaviour of teachers during the first decade of their career: a movement towards the ideal teacher-student relationship. After this period dominance stabilises. On average there is no change in co-operative behaviour. There is no shift towards the ideal as experience grows. Implications of these findings for professional development of teachers in view of improving the classroom learning environment include training of dominant behavioural patterns and differentiation of accompanying cognitions and attitudes for pre- and inservice beginning teachers. During the career the cognitive component to training and staff development may be more important in order to support teachers to select appropriate skills in particular situations.