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Agency and conformity in school-based teacher training

Roberts, J. and Graham, S. (2008) Agency and conformity in school-based teacher training. Teaching and Teacher Education, 24 (6). pp. 1401-1412. ISSN 0742-051X

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To link to this article DOI: 10.1016/j.tate.2008.01.003

Abstract/Summary

Concern has been expressed that the current climate in schools militates against trainee teachers' self-directed development. This article explores the issue of trainees' capacity for self-direction through the analysis of interviews with 32 trainees, investigating their perceived proactive social strategies. Three proactive strategies were identified: 'tactical compliance', personalising advice, and seeking out opportunities to exercise control. It is argued that these strategies are indicative of trainees' drive to establish a personal teaching identity through self-directed development and the creation of individual development agendas. The article concludes by emphasising the importance of the development of proactive social skills in beginning teachers. (c) 2008 Elsevier Ltd. All rights reserved.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education
ID Code:12629
Uncontrolled Keywords:agency, school culture, teacher trainee, teacher socialisation, self-directed development, STUDENT-TEACHERS, EXPERIENCE

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