Reform in Teacher Education: A Sociological View

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American Association of Colleges for Teacher Education, Jan 1, 1990 - Educational sociology - 66 pages
This monograph examines preservice teacher education from the perspective of the sociologist. It emphasizes the need for furthering the cause of professionalism among teachers through the acquisition of knowledge, skills, attitudes, beliefs, and orientations of a profession, a process referred to as a socialization system. The publication offers a statement of intent, along with three chapters which present a general description of socialization subsystems, discussing the important characteristics of each and detailing the implications for teacher education. Chapter 1 covers the recruitment and selection subsystem and includes criteria for recruitment, degree of selectivity, sponsorship, prior commitment, and implications for teacher education. Chapter 2 discusses the induction subsystem, covering the meaning of induction; conditions of admission; status systems; rituals, ceremonies, and celebrations; and implications for teacher education. Chapter 3, on the normative subsystem, discusses the nature and types of norms, characteristics of normative systems, the liberal arts academy or professional school, professional preparation programs, the issue of purpose, a common language, and performance visibility and intensity of communication. (LL)

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About the author (1990)

Phillip C. Schlechty is founder and chief executive officer of the Center for Leadership in School Reform and the best-selling author of Working on the Work, Schools for the 21st Century, and Inventing Better Schools which won the National Staff Development Council's "Outstanding Staff Development Book" award. In addition to advising school districts throughout the United States and Canada, Schlechty conducts seminars and training sessions for superintendents, school board members, union leaders, principals, teachers, and parent groups.

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