The DOI matches its Crossref record; 20 of the 20 references it cites were found in a registry or an index.
Teacher Socialization from a Dialectical Perspective: Pretraining through Induction
Abstract
Recent attention has focused on examining the process of becoming a teacher. Researchers have begun studying the stages of socialization that influence the beliefs, behaviors, and perspectives of those who choose to teach. The purpose of this article is to explore the earlier stages of professional socialization, focusing on four periods (pretraining, preservice, field experiences, and induction) that have the potential to significantly impact teacher development. The authors maintain that prospective teachers participate in a dialectical process, determining to some degree which beliefs they will acquire and which they will ignore. Specifically, this article supports the notion that a dialectical process exists during all four selected periods of socialization—a contest between societal expectations and the individual inclinations of prospective teachers.
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Citations
Cites
Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy
Ellsworth, E. (1989) · Harvard Educational Review · doi:10.17763/haer.59.3.058342114k266250 · Cited by 2,759
(1968) · Cited by 2,682
Perceived Problems of Beginning Teachers
Veenman, S. (1984) · Review of Educational Research · doi:10.2307/1170301 · Cited by 2,622
Are the Effects of University Teacher Education 'Washed Out' by School Experience?
Zeichner, K. M., & Tabachnick, B. R. (1981) · Journal of Teacher Education · doi:10.1177/002248718103200302 · Cited by 928
The Professional Life Cycle of Teachers
Huberman, M. (1989) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146818909100107 · Cited by 862
Lacey, C. (1977) · Cited by 582
Socialization of Student Teachers
Hoy, W. K., & Woolfolk, A. E. (1990) · American Educational Research Journal · doi:10.2307/1163010 · Cited by 540
Myths and Realities: Field-Based Experiences in Preservice Teacher Education
Zeichner, K. M. (1980) · Journal of Teacher Education · doi:10.1177/002248718003100620 · Cited by 483
Lawson, H. A. (1983) · Journal of Teaching in Physical Education · doi:10.1123/jtpe.2.3.3 · Cited by 466
The Impact of the Student Teaching Experience on the Development of Teacher Perspectives
Tabacbnick, B. R., & Zeichner, K. M. (1984) · Journal of Teacher Education · doi:10.1177/002248718403500608 · Cited by 445
Cited by
Coach Education and Continuing Professional Development: Experience and Learning to Coach
Cushion, C. J., Armour, K. M., & Jones, R. L. (2003) · Quest · doi:10.1080/00336297.2003.10491800 · Cited by 791
Curtner-Smith, M. D., Hastie, P. A., & Kinchin, G. D. (2008) · Sport, Education and Society · doi:10.1080/13573320701780779 · Cited by 321
Brown, D., & Evans, J. (2004) · Journal of Teaching in Physical Education · doi:10.1123/jtpe.23.1.48 · Cited by 102
Metadata
- Authors
- Schempp, P. G., & Graber, K. C.
- Venue
- Journal of Teaching in Physical Education
- Publisher
- Human Kinetics
- Published
- 1992-07
- Volume
- 11
- Issue
- 4
- Pages
- 329-348
- ISSN
- 0273-5024 (ISSN-L)
- 1543-2769
- OpenAlex
- W53185286
- Cited by
- 290
- References
- 20
- FWCI
- 5.88
- Type
- journal article
- Language
- en
- Open access
- closed
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- Schempp, P. G., & Graber, K. C. (1992). Teacher Socialization from a Dialectical Perspective: Pretraining through Induction. Journal of Teaching in Physical Education. https://doi.org/10.1123/jtpe.11.4.329
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
