Acquiring the teaching culture: how beginners embrace practices different from university teachings

Etheridge, Carol Plata

doi:10.1080/0951839890020404

Cited by 15 publications

(6 citation statements)

References 8 publications

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“…The research base concerning student teachers is broad and varied. Researchers have examined the developmental concerns of student teachers (Fuller, 1969), their roles and beliefs (Tabachnick et al, 1979(Tabachnick et al, -1980Zeichner, 1983), their socialization (Etheridge, 1989;Hoy and Woolfolk, 1990;Lacey, 1987;Zeichner and Tabachnick, 1981), and their views of success and failure (Borko et al, 1987;Ellwein et al, 1990). Only a few of the myriad of student teacher studies actually report what happens to novice teachers in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Constraints to teaching elementary science: A case study of a science enthusiast student teacher

Abell

Roth²

1992

Science Education

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Section: Introductionmentioning

confidence: 99%

Constraints to teaching elementary science: A case study of a science enthusiast student teacher

Abell

Roth²

1992

Science Education

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“…Like other studies of teaching culture (see, for example, Etheridge, 1989), our results indicate that workplace factors may create pressures or even barriers that preclude novices' use of preferred, innovative practices. The experiences of the beginning teachers who participated in this research point to the possibilities of interactive socialization; that is, new teachers are capable of contributing constructively to the practice of teaching and the debate of problematic issues in education (Tickle, 1989, p. 113).…”

Section: Discussionmentioning

confidence: 48%

The Influences of Research into Alternative Pedagogies on the Professional Development of Prospective Teachers

Lauriala

Syrjälä

1995

Teachers and Teaching

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Graduate preparation of teachers and combining research with teacher education have been topical matters in various countries in recent years as attempts have been made to increase teachers' level of education. The aim of these efforts towards more scientific training has been to raise the status of teachers and help them cope with the constantly increasing challenges of their work. Since 1979 the training of teachers for a master's degree in education in Finland has consisted of a 4-year programme, but students are not always motivated by research work. They seem to regard it as unrelated to their studies and unlikely to profit them in their future work. Attempts have been made in the Department of Teacher Education at the University of Oulu to solve this problem by combining research work with practical school experiments, alternative pedagogical ideas and deviance from the scientific positivistic research paradigm. The present article examines the aims and implementation of a student project carried out on these principles, the experiences obtained from this and its influences on the later professional development of the teachers concerned.

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“…The extent of Marie's strategies for coping with constraints seems surprising when compared with other accounts of beginners, both student teachers and first year teachers (see Etheridge, 1989), who more commonly display internalized adjustment and strategic compliance. Furthermore, Marie's experience does not seem to fit any of the three scenarios suggested by Zeichner and Tabachnick (198 1) to explain the traditional teaching perspectives adopted by beginning teachers.…”

Section: Discussionmentioning

confidence: 78%

“…Others have also studied the socialization of student teachers (e.g., Etheridge, 1989;Hoy & Woolfolk, 1990;Zeichner & Tabachnick, 1981). These studies describe the abandonment of university teachings when student teachers are placed within the school culture.…”

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confidence: 99%

Constructing science teaching in the elementary school: The socialization of a science enthusiast student teacher

Abell

Roth²

1994

J Res Sci Teach

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We undertook this case study to examine the transition from university student to student teacher of an elementary science teaching enthusiast, Marie. The purpose of the study was to understand how Marie coped with constraints to her science teaching that she perceived within the school culture. We analyzed the data: (a) field notes taken during classroom observations, (b) transcripts of interviews with Marie, her cooperating teachers, students, and the principal, and (c) documents including lesson plans, handouts, tests, and methods course products, by using analytic induction to develop categories. We also generated assertions and tested their viability by triangulating the data sources. From the data we induced a number of patterns that Marie knowingly and unknowingly used to address perceived constraints such as supervisor expectations and inadequacy of equipment and curriculum. In coping with these constraints, Marie tried to saturate the curriculum with science, even finding additional time in the school week to conduct science lessons. At times she complied with perceived expectations, but typically she modified the constraining factor to produce a suitable result. Furthermore she served as a catalyst for science among her fellow teachers. Her strategies are somewhat unique for a beginner, but may be influenced by her position as science enthusiast and by the traditionally low status of science in the elementary school curriculum.

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Acquiring the teaching culture: how beginners embrace practices different from university teachings

Cited by 15 publications

References 8 publications

Constraints to teaching elementary science: A case study of a science enthusiast student teacher

Constraints to teaching elementary science: A case study of a science enthusiast student teacher

The Influences of Research into Alternative Pedagogies on the Professional Development of Prospective Teachers

Constructing science teaching in the elementary school: The socialization of a science enthusiast student teacher

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