The Resocialization Of Beginning Teachers.

Author

Roy D. Caton

Publication Date

5-7-1973

Abstract

The purpose of the study was to attempt to understand the process of beginning teacher resocialization. Resocialization was defined as beginning teacher adoption of experienced teacher values over time. It was anticipated that the beginning teachers would find their entering values unsupported in the school environment and that beginning teacher resocialization would occur. The major thrust of the study was to search out relevant variables related to this process. Thus potential generalizations from the literature were identified. From the generalizations identified, three key constructs were tentatively formed. These constructs were: (1) beginning and experienced teacher value differences, (2) experi­ence, and (3) informal teacher social interaction. Specifically, beginning teachers were expected to be committed to more secular, professional, emergent values. Experienced teachers were expected to be committed to more sacred, bureaucratic, traditional values,

Experience was construed as learning appropriate work values from three domains. Interaction, primarily verbal, was seen as constituting the means whereby experience (knowledge of appropriate work values) could be gained.

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Ronald Eugene Blood

Second Committee Member

Martin Burlingame

Third Committee Member

Paul Arnold Pohland

Recommended Citation

Caton, Roy D.. "The Resocialization Of Beginning Teachers.." (1973). https://digitalrepository.unm.edu/educ_teelp_etds/484