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foundations teacher socialization paper

foundations teacher socialization paper - Alyssa Aston...

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Alyssa Aston Aubrey Dondlinger Teacher Socialization: The three main traditions of teacher socialization can be identified as functionalists, interpretive, and critical. The functionalists approach is the oldest and still the most pervasive approach to teacher socialization. Functionalism is rooted in the tradition of sociological positivism which arose in France. The functionalist approach views the social world which “regards society as ontologically prior to man and seeks to place man and his activities within that wider social context.” (Zeicher, & Gore, 2006). Functionalism is characterized by a concern for providing explanations of the status quo, status order, consensus, social integration, solidarity, need satisfaction, and actuality. Functionalists tend to assume the role of observer and attempt to relate what they observe with what they regard as important in a wider social context (Zeicher, & Gore, 2006). The interpretive approach is rooted in the German idealist tradition of social thought. They challenge the validity of the ontological assumptions which underwrite functionalist approaches to society. Interpretive approaches seek explanation within the realm of individual consciousness and subjectivity, within the frame of reference of the participate as opposed to the observer of action (Zeicher, K). The critical approach is derived for Marxism. There are two approaches to the critical approach: one emphasizes reproduction while the other emphasizes production. The need for quality teachers throughout this country is high. Even a beginning teacher can be a quality teacher with the help of mentors and teaching conferences. The new teacher center works with teachers, administrators, and faculty to build induction
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programs to help support our new teachers and to have a lasting impact on classroom practices and school communities (New Teacher Center, 1999, 2007). Induction programs need to give all teachers, new or experienced, support. For the first three years schools should focus on assisting and supporting new teachers not assessing their work. Comprehensive induction programs should provide teachers with the necessary models and tools to begin their teaching careers, and new teachers should have mentors to help guide them through the curriculum planning (Induction of New Teachers, 1999). Teacher preparation is another key element in becoming a qualified teacher. With the diversity of American students increasing, teachers have to be able to communicate and teach to children who are different than themselves. Experienced and new teachers both believe that clinical experiences are very powerful, maybe the most powerful, element of the teacher preparation. Another good training method for new teachers is field experience.
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