At School: Second Career English Teachers' Socialisation Experiences

Autor/inn/en	Leshem, Shosh; Carmel, Rivi; Badash, Merav; Topaz, Beverley
Titel	At School: Second Career English Teachers' Socialisation Experiences
Quelle	In: Educational Practice and Theory, 45 (2023) 1, S.25-42 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-577X
DOI	10.7459/ept/45012023_03
Schlagwörter	Career Change; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Socialization; Self Efficacy; Teacher Attitudes; School Culture; Systems Approach; Models; Teacher Administrator Relationship; Novices; Professional Autonomy; Peer Relationship; Social Isolation; Self Concept; Collegiality; Graduate Study; Teacher Certification; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Career changes; Berufswechsel; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Socialisation; Sozialisation; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Schulkultur; Schulleben; Systemischer Ansatz; Analogiemodell; Berufsfreiheit; Peer-Beziehungen; Soziale Isolation; Selbstkonzept; Kollegialität; Aufbaustudium; Graduiertenstudium; Hauptstudium; Ausland
Abstract	The article examines the second career teachers (SCTs) socialisation into school culture through three theoretical lenses: Bronfenbrenner's ecological framework of human development, to identify the different environments within school culture that play a role in SCTs perceptions of their socialisation, Lave and Wenger's theory of Legitimate Peripheral Participation and Bridge's Transition Model (Bridges, 1991; Bridges & Mitchell, 2000) to characterize the modes of transition teachers face. This is likely to guide school administrators to view SCTs as a unique group of teachers whose starting point is different from the other novice teachers, due to the knowledge capital they bring with them to the socialisation process. It is argued that school management need to be aware of the fragile 'transition' phase of the novice SCTs. For some teachers who lack the agency to take initiatives and act proactively, this might be a trying phase of sink or swim. In schools where the interpersonal relationships within the ecological culture of the school were supportive, teachers felt more confident to socialise, while in schools where teachers felt lonely and 'forsaken to manage on their own', their self-image was vulnerable. Schools should provide opportunities for the teachers to manage the transition effectively by creating a cooperative environment within the school and establishing organisational practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01