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Opening and closing doors: New teac...

Cook, Virginia Catherine.

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Opening and closing doors: New teacher socialization in teacher professional communities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Opening and closing doors: New teacher socialization in teacher professional communities./
作者:	Cook, Virginia Catherine.
面頁冊數:	220 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1259.
Contained By:	Dissertation Abstracts International63-04A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3048509
ISBN:	0493628401

Opening and closing doors: New teacher socialization in teacher professional communities.
Cook, Virginia Catherine.

Opening and closing doors: New teacher socialization in teacher professional communities. - 220 p.

Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1259.

Thesis (Ph.D.)--Stanford University, 2002.

In this thesis, I explore the role professional communities play in new teachers' socialization and commitment in low-income, public elementary schools. Specifically, I ask: What types of professional communities exist within these low-income elementary schools? How are new teachers socialized by their professional communities? How does this socialization influence their conceptions of being a teacher? And what influence, if any, do professional communities have on new teachers' commitment to teaching in the school and to teaching in general?

ISBN: 0493628401Subjects--Topical Terms:

516171
Education, Elementary.

Opening and closing doors: New teacher socialization in teacher professional communities.
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245 1 0 $a Opening and closing doors: New teacher socialization in teacher professional communities.
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500 $a Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1259.
500 $a Adviser: Larry Cuban.
502 $a Thesis (Ph.D.)--Stanford University, 2002.
520 $a In this thesis, I explore the role professional communities play in new teachers' socialization and commitment in low-income, public elementary schools. Specifically, I ask: What types of professional communities exist within these low-income elementary schools? How are new teachers socialized by their professional communities? How does this socialization influence their conceptions of being a teacher? And what influence, if any, do professional communities have on new teachers' commitment to teaching in the school and to teaching in general?
520 $a Using a case study design, I followed new teachers and professional communities in two low-income elementary schools for a year. Five central conclusions emerged. First, multiple and embedded professional communities exist within schools. Second, the degree to which new teachers' beliefs and norms are aligned with a professional community upon entry influences their socialization. When teachers didn't share beliefs norms and values with a school, they were less likely to take advantage of support and guidance offered in the school. A related conclusion is that new teachers have agency in their own socialization process, especially in fragmented communities. Fourth, structures that support teacher interaction grounded in classroom practice are powerful socialization mechanisms. Teachers highlighted grade-level collaboration, informal discussions with colleagues, and in-classroom support as particularly influential because they were grounded in their day-to-day practice. Finally, strong professional communities don't necessarily lead to stronger commitment from new teachers. New teachers with norms and beliefs that fit the schools' norms and beliefs showed high levels of commitment; new teachers whose beliefs and norms don't fit, leave.
520 $a The findings suggest implications for researchers, reformers, and practitioners. It suggests the benefit of using teachers' perspectives to identify the multiple communities present in schools. The study calls on the field to recognize the influence of multiple, and sometimes conflicting, school-based communities and to capitalize on dissent as a way to strengthen communities. It raises questions around selection and allocation of support for new teachers, calls attention to the intentional and unintentional messages new teachers receive from their professional communities, and sheds light on informal interaction as particularly influential for new teachers.
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