Agency and Conformity in School-Based Teacher Training

Autor/inn/en	Roberts, Jon; Graham, Suzanne
Titel	Agency and Conformity in School-Based Teacher Training
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 24 (2008) 6, S.1401-1412 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2008.01.003
Schlagwörter	Beginning Teachers; Socialization; Preservice Teachers; Preservice Teacher Education; Foreign Countries; Interviews; Interpersonal Competence; School Culture; Self Concept; Learning Strategies; Self Actualization; Teacher Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Socialisation; Sozialisation; Lehramtsstudiengang; Lehrerausbildung; Ausland; Interviewing; Interviewtechnik; Interpersonale Kompetenz; Schulkultur; Schulleben; Selbstkonzept; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Self actualisation; Selbstverwirklichung; Lehrerverhalten; Großbritannien
Abstract	Concern has been expressed that the current climate in schools militates against trainee teachers' self-directed development. This article explores the issue of trainees' capacity for self-direction through the analysis of interviews with 32 trainees, investigating their perceived proactive social strategies. Three proactive strategies were identified: "tactical compliance", personalising advice, and seeking out opportunities to exercise control. It is argued that these strategies are indicative of trainees' drive to establish a personal teaching identity through self-directed development and the creation of individual development agendas. The article concludes by emphasising the importance of the development of proactive social skills in beginning teachers. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10