ERIC Number: ED302538
Record Type: RIE
Publication Date: 1988-Nov
Reference Count: N/A
Socialization on the Job: How Beginning Teachers Move from University Learnings to School-Based Practices.
Etheridge, Carol Plata
How beginning secondary schools teachers shift from university-based to school-based practices was investigated. Thirty-one subjects were followed over a 3-year period through their preparation programs and into their second teaching year. Findings suggested that beginning teachers use conscious selection, processing, and use of information for the purpose of establishing for practical purposes professional beliefs and practices. Rationalizing compromise between preferred practices and choosing the path of least resistance is characteristic of this strategic adjustment. Specific kinds of school factors such as non-responsive or disruptive students, were associated with teachers' modification or setting aside of university learnings. Findings also suggested that beginning teachers who taught large numbers of non-achieving or culturally different students in urban schools came to use these students a role models, implying reverse socialization. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: Memphis State Univ., TN. Center of Excellence in Teacher Education.
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Louisville, KY, November 1988).