Dissertation
The socialization process of the student teacher during the student-teaching experience: Continous negotiation between student teacher and mentor teacher
Washington State University
Doctor of Philosophy (PhD), Washington State University
12/2008
DOI:
https://doi.org/10.7273/000005893
Abstract
The socialization of pre-service teachers is a valuable part of preparing teachers for entry into the teaching profession and typically takes place during the university teacher education program and student-teaching experience. While attending university education classes, secondary student teachers are being socialized, introduced, into their academic discipline one is intending to teach as well as into the profession of teaching in general. Once required courses are completed, prospective teachers then proceed to the student-teaching experience, an additional form of socialization into the teaching profession. Here a student teacher is introduced to a particular school building, a distinct social context and culture, and to the classroom and instructional practices of a veteran teacher. The socialization process during the student-teaching experience is multifaceted, a learning opportunity for both student and mentor teacher. This is a period of continuous negotiation of preconceived ideas about teaching, learning, and expectations. This is a time for the student teacher to build social relations and improve teaching skills. It is also a significant time for the student teacher?s teacher identity development. To better understand the socialization process and teacher identity formation of student teachers during the student-teaching experience, the focus of this case study was to (a) explore the lived experience of the socialization process, (b) examine the interaction of the student teacher and mentor teacher during the student-teaching experience, and (c) examine the influence the student teacher, mentor teacher relationship has on the student teacher?s developing teacher identity during the studentteaching experience. A case study design was used to guide this research, anchored by the conceptual framework of organizational socialization and Lave and Wenger?s (2002) legitimate peripheral participation analytical viewpoint. In-depth interviews and student teacher reflective, writing journals were used to collect data.
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Details
- Title
- The socialization process of the student teacher during the student-teaching experience
- Creators
- Maria Jordana Moscatelli
- Contributors
- Michael Thomas Hayes (Chair)Dawn M. Shinew (Committee Member)Corine Mantle-Bromley (Committee Member)Susan Finley (Committee Member) - Washington State University, Department of Teaching and Learning
- Awarding Institution
- Washington State University
- Academic Unit
- College of Education
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 203
- Identifiers
- 99901055036901842
- Language
- English
- Resource Type
- Dissertation