The Socialization of Teachers (RLE Edu N) PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Socialization of Teachers (RLE Edu N) PDF full book. Access full book title The Socialization of Teachers (RLE Edu N) by Colin Lacey. Download full books in PDF and EPUB format.
Author: Colin Lacey
Publisher: Routledge
ISBN: 1136453547
Category : Education
Languages : en
Pages : 170
Get Book Here
Book Description
The change from a student role to a teacher role can be one of the most abrupt and stressful transitions in working life but the process of socialization does not end when the student becomes a fully qualified teacher, as many writers, laymen and sociologists, would have us believe. Colin Lacey argues that socialization is a partial and rarely homogenous process. He illustrates this from a wide variety of interesting case material to show how student teachers adapt their responses to the classroom situation.
Author: Colin Lacey
Publisher: Routledge
ISBN: 1136453547
Category : Education
Languages : en
Pages : 170
Get Book Here
Book Description
The change from a student role to a teacher role can be one of the most abrupt and stressful transitions in working life but the process of socialization does not end when the student becomes a fully qualified teacher, as many writers, laymen and sociologists, would have us believe. Colin Lacey argues that socialization is a partial and rarely homogenous process. He illustrates this from a wide variety of interesting case material to show how student teachers adapt their responses to the classroom situation.
Author: K. Andrew R. Richards
Publisher: Taylor & Francis
ISBN: 1317394291
Category : Education
Languages : en
Pages : 303
Get Book Here
Book Description
Socialization is a complex process which has a profound effect on how we experience teaching and learning. The study of teachers’ lives and careers through the lens of occupational socialization theory has a rich history in physical education. However, as the social and political climates surrounding education have changed, so have the experiences of teachers. This book pushes beyond traditional perspectives to explore alternative and innovative approaches to socialization. Written by a team of leading international physical education scholars, this is the first edited collection of scholarship on teacher socialization to be published in more than two decades. Divided into five parts, the book provides a review of current knowledge on teacher socialization in school settings, as well as suggestions for different approaches to understanding teacher socialization and recommendations for future directions for studying teachers’ lives and careers. A testament to what is known and what still needs to be learned about the lived experiences of physical educators, Teacher Socialization in Physical Education: New Perspectives provides valuable insights for all physical education students, teachers, and instructors.
Author: Emily M. Uebler
Publisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages : 0
Get Book Here
Book Description
Teachers' socialization is influenced by what a school provides-induction-and what teachers bring-identity. While scholars research teacher induction and teacher identity independently of one another, it is worth considering them together. The field of teacher identity research is well-established, but induction literature is less so, despite the recent proliferation of teacher induction programs across the United States. This study aimed to contribute to the field of research on effective teacher induction through the lens of identity. I set out to understand the induction year from the teacher perspective, asking two central questions: What are teachers in their first year at the school experiencing-both professionally and personally-in the induction year? How does each teacher's sense of personal and professional identity mediate the induction experience, thus affecting the socialization process? I collected data in this descriptive case study primarily through qualitative interviews with five teacher participants throughout their induction year at a new school. The findings of this study revealed that they experienced their induction year support as comprehensive, balancing uniformity and autonomy; the teachers also revealed the need to define and understand their new school community while navigating their outer and inner layers within it. The findings to my first research question informed those of my second: the five teacher participants' socialization process was most notably mediated by the personal experiences they identified as relevant to their teaching selves, which, in turn, shaped how they described their current role as teachers and their professional desires. Significant stories about the past influenced their sense of professional self in the present and how they described their hopes for their future teaching self. The organizing framework emerging from their stories and the consideration of identity research alongside induction research contributed to the field by offering nuance to the possibilities for effective induction practices.
Author: Colin Lacey
Publisher: London : Methuen
ISBN: 9780416562408
Category : Educational sociology
Languages : en
Pages : 160
Get Book Here
Book Description
Author: Alicia R. Crowe
Publisher: Springer
ISBN: 3319229397
Category : Education
Languages : en
Pages : 451
Get Book Here
Book Description
In this volume teacher educators explicitly and implicitly share their visions for the purposes, experiences, and commitments necessary for social studies teacher preparation in the twenty-first century. It is divided into six sections where authors reconsider: 1) purposes, 2) course curricula, 3) collaboration with on-campus partners, 4) field experiences, 5) community connections, and 6) research and the political nature of social studies teacher education. The chapters within each section provide critical insights for social studies researchers, teacher educators, and teacher education programs. Whether readers begin to question what are we teaching social studies teachers for, who should we collaborate with to advance teacher learning, or how should we engage in the politics of teacher education, this volume leads us to consider what ideas, structures, and connections are most worthwhile for social studies teacher education in the twenty-first century to pursue.
Author: Paul G. Schempp
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 362
Get Book Here
Book Description
Author: May-Hung May Cheng
Publisher:
ISBN: 9781361233214
Category :
Languages : en
Pages :
Get Book Here
Book Description
Author: Mary Susan Cattle
Publisher:
ISBN:
Category :
Languages : en
Pages : 560
Get Book Here
Book Description
Author: Donald Ernest Edgar
Publisher:
ISBN:
Category : Academic freedom
Languages : en
Pages : 82
Get Book Here
Book Description
Author: Christopher C. Martell
Publisher: IAP
ISBN: 1641130482
Category : Education
Languages : en
Pages : 245
Get Book Here
Book Description
Over the past decade, the world has experienced a major economic collapse, the increasing racial inequity and high-profile police killings of unarmed Black and Brown people, the persistence of global terrorism, a large-scale refugee crisis, and the negative impacts of global warming. In reaction to social instability, there are growing populist movements in the United States and across the world, which present major challenges for democracy. Concurrently, there has been a rise of grassroots political movements focused on increasing equity in relation to race, gender, class, sexual orientation, and religion. The role of social studies teachers in preparing the next generation of democratic citizens has never been more important, and the call for more social studies teacher educators to help teachers address these critical issues only gets louder. This volume examines how teacher educators are (or are not) supporting beginning and experienced social studies teachers in such turbulent times, and it offers suggestions for moving the field forward by better educating teachers to address growing local, national, and global concerns. In their chapters, authors in social studies education present research with implications for practice related to the following topics: race, gender, sexual orientation, immigration, religion, disciplinary literacy, global civics, and social justice. This book is guided by the following overarching questions: What can the research tell us about preparing and developing social studies teachers for an increasingly complex, interconnected, and rapidly changing world? How can we educate social studies teachers to “teach against the grain” (Cochran-Smith, 1991, 2001b), centering their work on social justice, social change, and social responsibility?
