This paper describes an innovative professional preparation program in which preservice teachers and an intern principal came together during their field placements to share their experiences, notions of professionalism, and perspectives about education and schooling. The program had three objectives. The first was to help the participants explore and better understand the process of professional socialization and its relationship to organizational socialization. The second objective was to encourage the participants, through the use of reflection, to examine their own and each other's thinking about the educational profession and their developing roles within the profession. The third objective was to create an environment of “shared professionalism” in which the participants could work together as colearners and rethink the traditional hierarchical relationship between teachers and administrators. The research reported here focuses on the experiences and perspectives of the preservice principal as he completed his one year internships in a public elementary school.
Get full access to this article
View all access options for this article.
References
1.
BatesR. J.1984. “Tbward a Critical Practice of Educational Administration,” in Leadership and Organizational Culture: New Perspectives on Administrative Theory and Practice, SergiovanniT. J., and CorballyJ. E., eds., Urbana, IL: University of Illinois Press, pp. 260–274.
2.
BerlinerD. C.1988. “Implications of Studies on Expertise in Pedagogy for Teacher Education and Evaluation,” in New Directions for Teacher Assessment, (Proceedings of the 1988 ETS Invitational Conference), Princeton, NJ: Educational Testing Service, pp. 39–68.
3.
BermanP., and McLaughlinM.1978. Federal Programs Supporting Educational Change (8 Vols.).Santa Monica, CA: Rand Corporation.
4.
BrownJ. S., CollinsA., and DuguidP.1989. “Situated Cognition and the Culture of Learning,”Educational Researcher, 18(1): 32–42.
5.
ClarkD. L.1988. Charge to the Study Group of the National Policy Board for Educational Administration. Unpublished paper.
6.
DareshJ. C., and PlaykoM. A.1990. “Preservice Administrative Mentoring: Reflections of the Mentors,” paper presented at The Annual Meeting of the American Educational Research Association, Boston, MA.
7.
ElmoreR. F.1990. “On Changing the Structure of Public Schools,” in Restructuring Schools: The Next Generation of Educational Reform, Elmore & Associates, eds., San Francisco: Jossey-Bass Publishers.
8.
FosterW.1988. “Educational Administration: A Critical Appraisal,” in Leaders for America's Schools, GriffithsD. E., StoutR. T., and ForsythR. B., eds., Berkeley: McCutchan, pp. 68–81.
9.
GoodladJ. I.1988. “Studying the Education of Educators: Values-Driven Inquiry,”Phi Delta Kappan, 70: 104–111.
GriffithsD. E.1988. Educational Administration: Reform PDQ at RIP, (Occasional Paper, No. 8312). Tempe, AZ: University Council for Educational Administration.
12.
HartA. W.1991. “Leader Succession and Socialization: A Synthesis,”Review of Educational Research, 61(4): 451–474.
13.
HawleyW. D.1988. “Universities and the Improvement of School Management,” in Leaders for America's Schools, GriffithsD. E., StoutR. T., and ForsythR. B., eds., Berkeley: McCutchan, pp. 82–88.
14.
JonesG. R.1986. “Socialization Tactics, Self-Efficacy, and Newcomer's Adjustments to Organizations,”Academy of Management Journal, 29: 262–279.
15.
KaganD.1992. “Professional Growth among Preservice and Beginning Teachers,”Review of Educational Research, 62(42): 129–169.
16.
LeinhardtG.1992. “What Research on Learning Tells Us About Teaching,”Educational Leadership, 49(7): 20–25.
17.
LeithwoodK. A., and HallingerP.1993. “Cognitive Perspectives on Educational Administration: An Introduction,”Educational Administration Quarterly, 29(3): 296–301.
18.
McLaughlinM. W.1987. “Learning from Experience: Lessons from Policy Implementation,”Educational Evaluation and Policy Analysis, 9(2): 171–178.
19.
MertonR. K.1968. Social Theory and Social Structure.New York: Free Press.
20.
MurphyJ.1990. “The Reform of School Administration: Pressures and Calls for Change,” in The Reform of American Public Education the 1980s: Perspectives and Cases, MurphyJ., ed., Berkeley: McCutchan, pp. 277–303.
21.
MurphyJ.1992. The Landscape of Leadership Preparation: Reframing the Education of School Administrators.Newbury Park, CA: Corwin.
22.
ParkayF. W., CurrieG. D., and RhodesJ. W.1992. “Professional Socialization: A Longitudinal Study of First-Time High School Principals,”Educational Administration Quarterly, 28(1): 43–75.
23.
PopkewitzT. S.1987. “Ideology and Social Formation in Teacher Education,” in Critical Studies in Teacher Education, PopkewitzT. S., ed., Lewes, England: Falmer Press, pp. 2–33.
24.
PrestineN. A., and LeGrandB.1990. “Cognitive Learning Theory and the Preparation of Educational Administrators: Some Implications,” paper presented at The Annual Meeting of the American Educational Research Association, Boston, MA.
25.
RaywidM. A.1990. “Rethinking School Governance,” in Restructuring Schools: The Next Generation of Educational Reform, Elmore & Associates, eds., San Francisco: Jossey-Bass Publishers.
26.
ShakeshaftC.1988. “Women in Educational Administration: Implications for Training,” in Leaders for America's Schools, GriffithsD. E., StoutR. T., and ForsythR. B., eds., Berkeley: McCutchan, pp. 403–416.
27.
SizerT. R.1984. Horace's Compromise: The Dilemma of the American High School.Boston: Houghton Mifflin.
28.
SizerT. R.1986. Tomorrow's Teachers: A Report of the Holmes Group.E. Lansing, MI: Holmes Group.
29.
Van MaanenJ., and ScheinE. H.1978. “Toward a Theory of Organizational Socialization,”Research in Organizational Behavior, 1: 209–264.
30.
ZeichnerK. M.1980. “Myths and Realities: Field-Based Experiences in Preservice Teacher Education,”Journal of Teacher Education, 31(6): k45–55.
