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|Other Titles:||The Socialization of a Probationary Teacher|
Office of Research and Development
This is an interpretive study. We investigated the professional socialization of one mathematics probationary teacher by analyzing the interactions between his personal attributes and the school setting where he taught. We found that the probationary teacher's educational view, pedagogical thinking and emotion will be impacted by the conflict between his need-disposition and administrators' role-expectations with respect to probationary teachers; if a probationary teacher strongly committed to some school culture, he would easily experience culture conflict in other school; during one year of the probationary teacher's teaching practice, the growth of his pedagogical knowledge was on the line of reinforcing his original view of teaching that was experienced by him in cram school. Based on this case, we discussed a viable learning theory for teaching practice.
|Appears in Collections:||師大學報|
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