Teacher Socialization from a Dialectical Perspective: Pretraining through Induction

1992 ◽  
Vol 11 (4) ◽  
pp. 329-348 ◽  
Author(s):  
Paul G. Schempp ◽  
Kim C. Graber
Keyword(s):  
Teacher Development ◽  
Prospective Teachers ◽  
Professional Socialization ◽  
Teacher Socialization ◽  
Teacher Researchers ◽  
Dialectical Perspective ◽  
Dialectical Process ◽  
The Individual ◽  
Societal Expectations ◽  
Recent Attention

Recent attention has focused on examining the process of becoming a teacher. Researchers have begun studying the stages of socialization that influence the beliefs, behaviors, and perspectives of those who choose to teach. The purpose of this article is to explore the earlier stages of professional socialization, focusing on four periods (pretraining, preservice, field experiences, and induction) that have the potential to significantly impact teacher development. The authors maintain that prospective teachers participate in a dialectical process, determining to some degree which beliefs they will acquire and which they will ignore. Specifically, this article supports the notion that a dialectical process exists during all four selected periods of socialization—a contest between societal expectations and the individual inclinations of prospective teachers.

The Inability of the Victorian Gentleman to Reconcile Hedonism and Guilt in The Picture of Dorian Gray

2018 ◽  
Author(s):  
Tamarra Wallace
Keyword(s):  
Social Norms ◽  
Primary Component ◽  
Picture Of Dorian Gray ◽  
Dorian Gray ◽  
The Individual ◽  
Societal Expectations

The conflict between the rules of society and the rights of the individual can lead to a chaotic moral state. In Michael Brander’s The Victorian Gentleman, Brander details how Victorian gentlemen are permitted freedom as long as they adhere to social norms in public. In Joris-Karl’s Huysmans’ À Rebours, Huysmans details how a member of the Decadent movement, Des Esseintes, prioritizes the fulfilment of his own desires over societal expectations. In Oscar Wilde’s The Picture of Dorian Gray, Wilde demonstrates how the tension between the Victorian pressure to conform and the Decadent philosophy to seek pleasure leads to Dorian Gray’s downfall. In his condemnation of the Victorians for their equation of appearancewith morality, and the Decadents for their preference of sensation over morality in The Picture of Dorian Gray, Wilde endeavours to show the consequences of the suppression of guilt.In The Picture of Dorian Gray, the tension between the Victorian notion of the appearance of morality and the Decadent tendency to subvert the significance of art to moralityculminates in Dorian Gray’s inability to accept that he possesses guilt. As his participation in the Decadent lifestyle leads to his indulgence and vice, and he cannot distinguish between his looksand his conscience, he experiences the loss of the primary component of morality: the soul.

Pupils' Creative Self-Expression in Visual Art

2021 ◽  
Vol 12 (3) ◽  
pp. 29-37
Author(s):  
Daiga Kaleja-Gasparovica
Keyword(s):  
Prospective Teachers ◽  
Visual Art ◽  
Teaching Practice ◽  
Basic Education ◽  
Research Problem ◽  
Study Process ◽  
Pupil Learning ◽  
The Individual ◽  
Creative Self ◽  
Teaching Learning

The study is devoted to the organization of the teaching/learning content of visual art and self-expression process in practice. The article, based on theory, explains creative self-expression in the context of pupil's meaningful learning, based on the new education policy and the developed guidelines in basic education. The individual experience of prospective primary school teachers and their understanding of self-expression in visual art has been clarified during the reflection and pedagogical observation in the study process in methods of teaching visual art which led to stating the research problem. The theoretical account offered in the article reveals pedagogical possibilities for prospective teachers to organize purposefully self-expression classes in visual art during the teaching practice so that the pupil, learning visual art without professional literacy in art, improved his/her transversal skills acquiring the experience of self-guided learning, critical thinking and problem-solving, innovation, cooperation, and civic participation.

scholarly journals Language teacher professional education:

2021 ◽  
Vol 9 (4) ◽  
pp. 304-317
Author(s):  
Kátia Muck ◽  
Denise Cristina Kluge
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Teacher Development ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Professional Education ◽  
Sociocultural Perspective ◽  
Language Teacher ◽  
Use Of Technology ◽  
Teacher Professional

This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.

The Paradox Perspective and the Dialectics of Contradictions Research

2021 ◽  
pp. 160-185
Author(s):  
Timothy J. Hargrave
Keyword(s):  
Organizational Effectiveness ◽  
Dialectical Approach ◽  
Dialectical Perspective ◽  
The Face ◽  
Dialectical Process ◽  
New Perspective ◽  
Further Development ◽  
Conceptual Core

This chapter compares paradox and dialectical perspectives on managing contradictions and engages the debate on the further development of the paradox perspective. This perspective provides guidance to managers on how they can increase organizational effectiveness in the face of seemingly irreconcilable tensions. It presents contradictions as persistent, stable, separable, and controllable. The dialectical perspective, in contrast, depicts contradictions as difficult to disentangle from their contexts, continuously changing, and transformed through oppositional processes. While paradox scholars have called for incorporation of dialectics into the paradox perspective, they have done so in a way that preserves rather than challenges or expands the conceptual core of the paradox perspective. This chapter advocates that scholars take a dialectical approach and experiment in establishing a new perspective that sublates the paradox and dialectical perspectives. This contradictions perspective would situate the experience of paradox as one moment in time within a never-ending dialectical process. I briefly discuss the possible outline of this perspective and highlight articles that have moved in its direction.

scholarly journals Principles before profits: An interview with S. Truett Cathy

2007 ◽  
Vol 10 (1) ◽  
pp. 27-32
Author(s):  
Miles Davis ◽  
Leyland M. Lucas
Keyword(s):  
Charitable Giving ◽  
Service Industry ◽  
Study Groups ◽  
Bible Study ◽  
Positive Influence ◽  
Corporate Headquarters ◽  
Faith Based ◽  
The Individual ◽  
Quick Service ◽  
Recent Attention

Recent attention has been given to organizations that claim to run on faith-based principles. Activities such as at work bible study groups, charitable giving, and the individual practices of the owners are often the focus of such discussions. In such discussions little attention has been paid to those who not only hold strong religious views, but have chosen to put those views into practice‐even when it may not appear to make good business sense. Since 1946, S. Truett Cathy, founder and chairman of Chick-fil-A Inc., has run his enterprises based on his understanding of Christian principles. Starting with his first restaurant, the “Dwarf Grill,” which he opened with his brother Ben in 1946, continuing when he opened the first “Chick-fil-A” in 1967, and even as he finished the remodeling of the companies headquarters in 1997, S. Truett says he tries “to glorify God by being a faithful steward of all that is entrusted to us and to have a positive influence on other people. . . .” In fact, this purpose is engraved in a bronze plaque that rests at the entrance to Chick-fil-A’s corporate headquarters in Atlanta, Georgia. In practice, this purpose has lead S.Truett to never have his businesses open on Sunday, a time in the quick service industry that normally generates 20 percent of revenue. It has caused him to shut down another restaurant venture, Markos in Florida, rather than serve alcohol, which most patrons wanted. Despite his staunch adherent to principles that seem to run counter to “good business sense,” S.Truett Cathy has built a successful, privately held organization that operates in 38 states, has more than 1,300 franchisees, and generates over $2 billion a year in revenue. In the following interview, S.Truett offers his perspective on why focusing on principles is more important than focusing on profits and what he thinks it takes to succeed in business and in life.

scholarly journals Investigation of the Relationships between Individual Innovation and Sustainable Education Beliefs

2020 ◽  
Vol 12 (2) ◽  
pp. 447
Author(s):  
Sukru Ada
Keyword(s):  
Sustainable Development ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Current Knowledge ◽  
Development Education ◽  
Personal Innovativeness ◽  
Knowledge And Beliefs ◽  
Sustainable Education ◽  
The Individual ◽  
Sustainable Development Education

The concept of sustainable education has seven main features: being holistic and interdisciplinary, focusing on values, directing to critical thinking and problem solving, requiring the use of multiple teaching methods, encouraging participatory decision-making, highlighting applicability and locality. The knowledge and beliefs of the people, who will start teaching as a vocation, have an important role for both teachers and students in terms of being in an innovative understanding and attitude. Describing the attitudes of prospective teachers with the potential to raise future generations is important for reviewing teacher training policies. For this purpose, two scales were used in the study. The first one, “The Beliefs for Sustainable Development Education Scale”, consists of 32 items and three sub-factors. The other is the “Individual Innovation Scale”; this 20-item 5-point Likert scale has five sub-dimensions as Innovative, Pioneer, Questioner, Sceptic, and Traditionalist. The data obtained were subjected to correlation and regression statistics and discussed in the light of literature. All in all, it can be seen that there are significant relationships between personal innovativeness and the dimensions of sustainable development education. According to findings, it was observed that as long as the willingness and openness-to-experience of teacher candidates’ taking risk increases in the context of personal innovativeness, their beliefs regarding sustainable development increase concordantly. Teacher candidates can resist change with the concern over whether the current knowledge and efforts will be valuable in the new situation afterwards.

Performers as teachers: exploring the teaching approaches of instrumental teachers in conservatoires

2005 ◽  
Vol 22 (3) ◽  
pp. 287-298 ◽  
Author(s):  
David Purser
Keyword(s):  
Staff Development ◽  
Prospective Teachers ◽  
Research Community ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Individual Approach ◽  
Brass Players ◽  
The Individual

This article was motivated by a staff development session when the brass faculty of a conservatoire were invited to share and discuss their approaches to teaching. It presents the results of interviews with six well known woodwind or brass players who have also taught at one or more conservatoires in London for periods of between one and 40 years. All are male. The six instruments represented are: trumpet, horn, trombone, flute, clarinet and bassoon. While there were commonalities in the approach of teachers, marked differences also emerged. Although some of these may reflect the particular demands of the instrument on which a teacher specialises, and the ease with which accomplished students of that instrument may be recruited to conservatoires, there also appear to be substantial differences in the individual approach of teachers. The findings raise the issue of whether it may be appropriate to provide some training for instrumental teachers at conservatoire level; surely one way of making the pool of accumulated wisdom more readily available, to prospective teachers and to the research community.

scholarly journals Professional norms guiding school principals’ pedagogical leadership

2015 ◽  
Vol 29 (4) ◽  
pp. 461-476 ◽  
Author(s):  
Ulf Leo
Keyword(s):  
Teacher Development ◽  
Teaching And Learning ◽  
School Principals ◽  
Formative Assessments ◽  
Web Based ◽  
Content Type ◽  
Legal Norms ◽  
Professional Norms ◽  
The Individual ◽  
Do So

Purpose – The purpose of this paper is to identify and analyze the professional norms surrounding school development, with a special emphasis on school principals’ pedagogical leadership. Design/methodology/approach – A norm perspective is used to identify possible links between legal norms, professional norms, and actions. The findings are based on answers given by 974 school principals in a web-based questionnaire. The design of the study and the findings are structured around three questions used to identify professional norms: what tasks principals prioritize as pedagogical leaders, where the external expectations on principals are derived from, and with whom school principals communicate regarding issues related to their pedagogical leadership. Findings – The most evident professional norms identified in this study are that principals should: be present and close to the teaching and learning processes; involve teachers in quality development; enhance the development of formative assessments; engage in teacher development; develop the internal organization of the school to promote learning. Originality/value – The norm perspective and the findings of this study could be used by principals, principal trainers, and researchers to reflect on pedagogical leadership in different contexts. A challenge for principals is to become aware of the professional norms that guide them, and to close the gap between their “desirable” norms and their actions. Action alternatives and professional norms become visible through discussions emanating from questions about what leaders do, how they do so and why they do what they do, which is a way to strengthen both the profession and the individual principals.

scholarly journals CONTENT AND STRUCTURE OF THE CATEGORY "PROFESSIONAL SOCIALIZATION OF FUTURE TEACHER-PEDAGOGUE"

2018 ◽  
Vol 2 (21) ◽  
pp. 156
Author(s):  
I. V. Firsova
Keyword(s):  
Scientific Literature ◽  
Professional Socialization ◽  
Psychological Research ◽  
Future Teacher ◽  
Clear Definition ◽  
Scientific Thought ◽  
The Future ◽  
Self Actualization ◽  
Pedagogical Research ◽  
The Individual

In the reviewed article on the basis of the study of scientific literature, the author attempts to analyze the main approaches to the issue of professional socialization of the future teacher-pedagogue, which is differently interpreted in psychological and pedagogical circles. Therefore, finding out its content and structure is relevant and requires a clear definition. Particular attention has been paid to studying the connection of this category with the phenomena of self-actualization and self-consciousness of the individual, which are increasingly becoming the object of psychological research. The purpose of this article is to analyze the approaches of the paradigm of psychological and pedagogical research to determine the content and structure of the professional socialization of the personality of the future teacher-pedagogue. The process of professional socialization of the individual in the unity of various planes of the implementation of elements of self-consciousness has been considered; the structure and basic mechanisms of socialization of the personality have been determined; the tendencies of psychological and pedagogical scientific thought regarding the interpretation of the category of professional socialization have been researched. It has been found out that the professional socialization of the future teacher-pedagogue has its own specificity, which manifests itself primarily in reducing self-actualization and increasing prosociality.Key words: personality, socialization, professional socialization, professional socialization of future teacher-pedagogue.Фирсова И. В. Содержание и структура категории «профессиональная социализация будущего преподавателя-педагога» / Центральноукраинский государственный педагогический университет имени Владимира Винниченко, Кропивницький, Украина.В рецензируемой статье на основе изучения научной литературы автором предпринимается попытка анализа основных подходов к вопросу профессиональной социализации будущего преподавателя-педагога, которая неоднозначно толкуется в психологических и педагогических кругах, поэтому выяснение ее содержания и структуры является актуальным и требующим четкого определения. Особое внимание уделяется изучению связи этой категории с феноменами самоактуализации и самосознания личности, что все чаще становятся объектом психологических исследований. Целью этой статьи является анализ подходов парадигмы психолого-педагогических исследований к определению содержания и структуры категории профессиональной социализации личности будущего преподавателя-педагога, которая реализована путем решения следующих задач: рассмотрен процесс профессиональной социализации личности в единстве различных плоскостей осуществления элементов самосознания; определена структура и основные механизмы социализации личности; исследованы тенденции психолого-педагогической научной мысли относительно толкования категории профессиональной социализации. Сделано вывод, что профессиональная социализация педагога имеет свою специфику, которая проявляется прежде всего в снижении самоактуализации и усилении просоциальности.Ключевые слова: личность, социализация, профессиональная социализация, профессиональная социализация будущего преподавателя-педагога.

scholarly journals Personal Identity of the Artist as a Condition and Result of Creativity in Art

2020 ◽  
pp. 62-67
Author(s):  
Nadezda Yurevna Mochalova
Keyword(s):  
Personal Identity ◽  
Life Story ◽  
Relational Ontology ◽  
Self Identity ◽  
Creative Identity ◽  
Dialectical Process ◽  
Self Knowledge ◽  
The Individual ◽  
Interpretive Process ◽  
Descriptive Method

The author outlines that the essence of the problem of personal identity is formulated in the form of a dilemma: the personality must be identical to itself, because it retains the inconsistency of all experiences, actions, plans throughout the life of the individual; the personality must not be identical to itself on the basis of its inclusion in the context of changing being, which inevitably implies its internal self-change. It is noted that this dilemma involves the use of the term “identity” in two contexts: in the context of comparison (the opposite meaning of “identical” is expressed in the following terms: “other”, “another”, “alien”, “unequal”, “reverse”) and in the context of development, temporality (the term “identity” becomes the opposite meaning of “changed”, “impermanent”, “developing”). Research methods: analysis of literature on the topic studied; comparison, descriptive method. The artist's creative identity as a dialectical process of changing the dominant forms, styles, and images is reviewed in the article. The artistic and ontological problem of self-identity of artistic personality is presented through the dialogue between “One” and “Other”. The artistic reality of a work of art allows the artist to know the essence of his identity in the context of intersubjectivity. It is concluded that the paradigm that allows us to detect intersubjective conditionality of identity is the relational ontology, which represents relationships as a fundamental form of being. It is emphasized that personal identity is discursively mediated by a person's self-understanding, so hermeneutics primarily becomes the methodological space in which this research is carried out. Hermeneutics proves that self-knowledge and self-understanding of a person is an interpretive process that forms an important part of the subject's ontology. According to this methodology, personal identity is mediated by its own interpretive activity as a narrative philosophy, as a person's story about himself, and as the formation of a life story. The author is impressed by the productive idea of E.G. Trubina's research on the reflection of the individual as a creative process of self-construction in relation to the modified personal identity of the artist.

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