Strategic Adjustment: How Teachers Move from University Learnings to School-Based Practices

The Impact of Biography, Teacher Education, and Organizational Socialization on the Perspectives and Practices of First‐year Physical Education Teachers: Case Studies of Recruits with Coaching Orientations

“…Researchers need to find out what happens to teachers who are inducted by PETE and then face more than one year of extremely negative socialization when they enter the workforce. Do they continue to strategically comply with the norms of the school culture during their early years of teaching before breaking out and openly fighting back as implied by MacArthur (1978, 1979, cited in Lawson, 1983b or, as Etheridge (1989) suggests, do they 'strategically adjust' to the school culture and come to adopt practices which, at first, are perceived as poor but later are rationalized as being reasonable given the situation? And, if the perspectives and practices learned during PETE are indeed gradually eroded by what Zeichner & Tabachnik (1981) called the 'wash-out effect', how long does it take and can the process be reversed?…”

The Influence of Organizational Socialization in Preservice Teachers’ Delivery of Sport Education

“…This lowering of standards to fit in (Etheridge, 1989) 106 may lead to a 'wash out' of the knowledge gained in teacher education (Zeichner & 107 Tabachnick, 1981). Occupational socialization research has helped to recognize that teachers' and 131…”

Impact of Occupational Socialization on the Perspectives and Practices of Sport Pedagogy Doctoral Students

“…More positively, it tended to be informal, random, and individual. To counter these predominantly negative tactics, participants with teaching orientations employed the different strategies described by Etheridge (1989) and Lacey (1977). That is, they strategically adjusted, strategically complied with, or attempted to strategically redefine practices and perspectives which existed in their schools: When I started my job at the school, I had a passion for teaching students.…”

“…Zeichner andTabachnik (1981,1983), however, warned that this kind of socialization could be particularly conservative and described it as an "institutional press" which often served to "wash out" any new ideas and practices which neophyte teachers had learned during their teacher education programs. According to Etheridge (1989), washout began when beginning teachers lowered their standards in order to fit in. Although teachers' original intent was for this period of "strategic adjustment" to be short-term, eventually it became permanent.…”