Socialization Experiences of Beginning Teachers in Differentially Effective Schools.

Autor/in	Angelle, Pamela S.
Titel	Socialization Experiences of Beginning Teachers in Differentially Effective Schools.
Quelle	(2002), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Beginning Teachers; Classroom Techniques; Faculty Development; Higher Education; Mentors; Middle School Teachers; Middle Schools; Preservice Teacher Education; Teacher Attitudes; Teacher Competencies; Teaching Skills + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Klassenführung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This study examined the socialization experiences of middle school novice teachers using interviews with principals, mentors, and new teachers; surveys of new teachers; and classroom observations of new teachers. With the middle school teacher as the unit of analysis, the study used an aeronautical metaphor to describe the schools as organizations where new teachers' initial flights into teaching occurred. Results indicated that four-year preservice programs were not adequately preparing student teachers for the realities of the classroom. Inadequate classroom management preparation left them struggling to survive in the real world of teaching and learning. University professors and student teacher programs did not adequately bridge the gap between theory and practice. In those schools that provided professional, instructional, and social support, members of the school community said that if novices were adequately prepared, the time and resources of the school could be used for other aspects of teacher socialization. The results also indicated that interdisciplinary teaming, if implemented to increase professional and collegial development, could substantially aid new teachers during the socialization process. Finally, the study showed that effective teacher socialization was the result of the process within the school, rather than the result of its individual components. (Contains 40 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC