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Pre‐service teachers' beliefs and pupil control ideology: the custodializing practicum

Pre‐service teachers' beliefs and pupil control ideology: the custodializing practicum Purpose – The puposes of this study is to examine the impact of primarily bureaucratic socialization; and demographic, experiential, and philosophical orientations (beliefs about key educational concepts) variables on teacher candidates' pupil control ideology (PCI) during a pre‐service teacher education program. The relationship between philosophical orientations and changes to PCI is of particular interest. Design/methodology/approach – Data collected at the beginning and end of their teacher education program from 474 teacher candidates were analysed using multivariate analyses. Findings – Practicum socialization experiences were more closely associated with participants' PCI at the end of the teacher education program than any of the demographic, experiential, or philosophical orientation variables. Research limitations/implications – An examination of interaction effects among the variables revealed a limited number of situations where the interaction of particular beliefs, demographic, and experience variables appear to minimize the shift to a more custodial PCI. Specific implications are identified in relation to males and elementary teaching, urban practicum placements, and pre‐service teacher education curriculum units pertaining to authenticity of beginning teacher practices. Originality/value – The study provides a framework within which educators may examine the authenticity of beginning teachers' practice. In particular, educators may wish to carefully consider the evidence suggesting that pre‐service teachers practice may be inauthentic, that is, primarily imitative as a result of custodializing socialization factors, but only in particular circumstances associated with their predominantly humanistic beliefs about education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Administration Emerald Publishing

Pre‐service teachers' beliefs and pupil control ideology: the custodializing practicum

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Publisher
Emerald Publishing
Copyright
Copyright © 2010 Emerald Group Publishing Limited. All rights reserved.
ISSN
0957-8234
DOI
10.1108/09578231011015421
Publisher site
See Article on Publisher Site

Abstract

Purpose – The puposes of this study is to examine the impact of primarily bureaucratic socialization; and demographic, experiential, and philosophical orientations (beliefs about key educational concepts) variables on teacher candidates' pupil control ideology (PCI) during a pre‐service teacher education program. The relationship between philosophical orientations and changes to PCI is of particular interest. Design/methodology/approach – Data collected at the beginning and end of their teacher education program from 474 teacher candidates were analysed using multivariate analyses. Findings – Practicum socialization experiences were more closely associated with participants' PCI at the end of the teacher education program than any of the demographic, experiential, or philosophical orientation variables. Research limitations/implications – An examination of interaction effects among the variables revealed a limited number of situations where the interaction of particular beliefs, demographic, and experience variables appear to minimize the shift to a more custodial PCI. Specific implications are identified in relation to males and elementary teaching, urban practicum placements, and pre‐service teacher education curriculum units pertaining to authenticity of beginning teacher practices. Originality/value – The study provides a framework within which educators may examine the authenticity of beginning teachers' practice. In particular, educators may wish to carefully consider the evidence suggesting that pre‐service teachers practice may be inauthentic, that is, primarily imitative as a result of custodializing socialization factors, but only in particular circumstances associated with their predominantly humanistic beliefs about education.

Journal

Journal of Educational AdministrationEmerald Publishing

Published: Feb 2, 2010

Keywords: Education; Education colleges; Recruitment; Leadership; Teachers; Induction

References