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Title: A study of the professional socialisation of student teachers in a College of Education
Author: Gibson, David Rex
ISNI:       0000 0001 3497 3175
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 1973
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This longitudinal study examines the professional socialisation of a group of students during their three years in a College of Education. A specially constructed stole Definition Instrument was used, together with other questionnaires, to probe the nature of students’ teacher role conceptions at certain points during the course. The focus of the study upon the students' interpretation of their experience entailed the extensive interviewing of a sample of students in each of the nine terms. The investigation attempts to remedy deficiencies of previous British studies by developing a theoretical framework to analyse the process of processional socialisation and to take account of the institutional setting in which this process occurs. An extensive study of the college as a social system was therefore undertaken examining its formal and informal structures and processes. By analysis of selection procedures, the college course, and the rewarding and sanctioning system, a pervading and consistent set of values was identified. These institutional characteristics are shown to be of much importance in affecting students' responses to their college experience. The students develop group perspectives during the course which are related to the institutional setting and which involve a significant shift in reference groups. Periods of school practice and the early part of the course are shown to be of great importance in shaping these perspectives. There is some redefinition of professional attitudes; a process only partially reflected in more liberal responses to questionnaire items. Such changes are interpreted as evidence of increasing professionalism. A pilot study of school practice showed it affecting attitude scores, but recorded no significant relationships between observed classroom behaviour and such scores. School placing appears to influence both attitude scores and tutors assessments of performance. Students and tutors place different emphases upon students’ professional needs; the students generally favour role socialisation, but tutors view the course as a process of status socialisation
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available