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This longitudinal qualitative study followed five preservice teachers through the final two years of a five-year teacher education program. The study investigated the socialization process, as shown by changes in participants’ beliefs and actions as they pertained to classroom instruction and student learning. Three phases of teacher training (pre-training, pre-service, and field experience) as well as institutional constraints in the field were analyzed. Observations, interviews, focus groups, and participants’ work were the sources for analysis. Descriptive case-study narratives trace the patterns and changes for each participant. Single-case findings and cross-case findings are provided. The program that the participants were involved in responded to the need for educational reforms. The program differed from traditional education programs in a variety of ways. First, the participants each earned the equivalent of a major in their chosen subject area (e.g., social studies). Second, the participants experienced two extensive field experiences (i.e., 60 hours and 50 hours). Third, they participated in fullyear, paid internships in urban professional development schools. Fourth, each participant developed a portfolio showing their growth as teachers and reflecting the program’s desired goals. The major issue investigated in this study was how this type of teacher education program influenced preservice teacher socialization. Dialectical socialization theory and cognitive dissonance theory acted as the analytical framework for this study. Findings included: (1) Self-conception heavily influenced preservice teachers’ socialization as teachers; (2)Preconceptions (especially concerning teaching and teachers) strongly influenced preservice teachers’ actions in the classroom; (3) preservice teachers often abided by cooperating teachers’ rules and expectations rather than those of the university’s (when the two were not similar); (4)preservice teachers initially accepted and acted upon university expectations; (5) the cooperating teacher during the first field experience was highly influential; and (6)preservice teachers became more custodial in their management techniques during the intern year. Recommendations for teacher education programs include: (1) forcing preservice teachers to reflect on their own preconceptions about teaching; (2) forming true partnerships between the university and schools; and (3) cementing positive relationship between the university supervisor and student teachers/interns. |
