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Student teachers' perceptions of their professional socialization, an application of the induction, reaction, and synthetic models

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dc.contributor.author Goomansingh, Romona en_US
dc.date.accessioned 2007-07-12T19:42:22Z
dc.date.available 2007-07-12T19:42:22Z
dc.date.issued 2001-08-01T00:00:00Z en_US
dc.identifier.uri http://hdl.handle.net/1993/2691
dc.description.abstract The purpose of this study was to examine student teachers' perceptions of their professional socialization. This examination of student teachers' opinions was conducted in relation to models of professional socialization. Two models were used to examine the student teachers' concerns: the induction model which outlines clear expectations of students and is demanding; and the reaction model which more freely accommodates their needs and is more flexible. There were three aspects of the models that were used to examine the student teachers' perceptions: knowledge, skills, and values. The 1992 Quality of Student Life Survey in the Faculty of Education at the University of Manitoba was used as the data source. This survey was comprised of two parts: a set of close-ended questions and one open-ended question. The open-ended question provided the data for this study. In total, 532 student teachers responded to the Survey, of which 212 completed the open-ended question. The student teachers were either in the four-year undergraduate program, the two-year after-degree program, or one of the integrated programs. (Abstract shortened by UMI.) en_US
dc.format.extent 7360149 bytes
dc.format.extent 184 bytes
dc.format.mimetype application/pdf
dc.format.mimetype text/plain
dc.language en en_US
dc.language.iso en_US
dc.title Student teachers' perceptions of their professional socialization, an application of the induction, reaction, and synthetic models en_US
dc.degree.discipline Educational Administration, Foundations and Psychology en_US
dc.degree.level Master of Education (M.Ed.) en_US


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