ERIC Number: ED325977
Record Type: RIE
Publication Date: 1987-Aug
Reference Count: N/A
Occupational Versus Organizational Socialization of High School Teachers: Theoretical and Policy Issues.
Despite recent efforts to overhaul teacher training and redesign the American teacher, reform advocates acknowledge that not enough is known about predicting education work force outcomes or their effects on classroom results. Lack of a strong conceptual background and a rigorous practice teaching experience handicaps beginning teachers and provides an inadequate foundation for subsequent career development. Teacher education reform may have gained political momentum more quickly than a research base could be developed. However, this paper suggests that insights and propositions are available from the literature and that applications of social science theories and research on professional, occupational, and organizational socialization will improve our understanding of teacher socialization. To understand the organizational context of high school teacher socialization, one must examine the reciprocal relationship between training and employing organizations and the effects that departmental knowledge and social organization may have on the ways teachers learn their craft over a period of years or even decades. The virtually continuous interaction between the institution of occupational orientation (the university) and the institution of organizational socialization (the school) is accomplished through publications, special partnerships, and a continual influx of newly graduated teachers. Departmental knowledge bases exhibit broad, substantial differences in the development of occupational communities affecting teacher socialization. (33 references) (MLH)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Sociological Association (Chicago, IL, August 1987).