Socialisation of teachers: beginning teachers constructing their role

Abstract

Socialisation into a profession is a complex process. Previous studies have highlighted the difficulties teachers face as they make the transition from student to teacher (Grossman, 1992; Kagan, 1992; Lortie, 1975; Reynolds, 1992; Veenman, 1984). The journey to becoming a teacher can be viewed as a process of socialisation, a term that focuses on the continual interplay between individual choice and situational constraint (Zeichner, 1982). The first year of teaching is a complex interaction of a series of personal and situational factors (Zeichner & Tabachnick, 1985). It is a time of survival and discovery with "the learning curve steep, emotions running high" (Huberman, 1989). This study explores the development of five graduates of a three-year teacher education degree. It traces the journey through this first year in the classroom, seeking to identify the significant factors in their development. It examines the issues they faced and how they sought to address them. The impact of individual contexts, and the inherent variables emerged as a significant determinant of how the beginning teacher constructed the teacher role. The quality of induction programmes and the support of significant others were also highlighted as important factors in the successful socialisation of these beginning teachers into the teaching profession.