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| Autor/in | Ross, E. Wayne |
|---|---|
| Titel | Preservice Teachers' Responses to Institutional Constraints: The Active Role of the Individual in Teacher Socialization. |
| Quelle | (1987), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Beginning Teachers; Higher Education; Individual Development; Peer Influence; Personal Autonomy; Preservice Teacher Education; Socialization; Student Teacher Attitudes |
| Abstract | This paper reports selected findings from a study undertaken to investigate the formation and development of preservice teachers' perspectives and the relative roles of institutional constraints and individual actions in that process. Preservice social studies teachers' (N=21) responses to the institutional contexts in which they practice taught were compiled through participant observation and interviews. Lacey's (1977) construct of "social strategy" was used to describe and categorize the nature of individual responses to the institutional socialization pressures. The findings support an interactive model of the teacher socialization process in which the individual plays an active role in the development of a professional perspective. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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