A beginning teacher's search for meaning: Teacher socialization,organizational literacy,and empowerment |
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| Institution: | 1. Friedrich-Alexander University Erlangen-Nuremberg, Institute of Sociology, Kochstr. 4, 91054 Erlangen, Germany;2. University of Nottingham, School of Education, Jubilee Campus, Wollaton Road, Nottingham NG8 1BB, United Kingdom;1. Department of Women''s and Children''s Health, International Maternal and Child Health (IMCH), Uppsala University, Uppsala, Sweden;2. Breastfeeding Promotion Network of India (BPNI), New Delhi, India;3. Department of Paediatrics, University College of Medical Sciences & Guru Tegh Bahadur (GTB) Hospital, New Delhi, India;1. Department of Gastroenterology, First Affiliated Hospital of Sun Yat-Sen University, Guangzhou, China;3. IBD Service, Department of Gastroenterology, Sheba Medical Center & Sackler School of Medicine, Tel-Aviv University, Tel Hashomer, Israel;1. Instituto de Química Médica, CSIC, Juan de la Cierva, 3, E-28006 Madrid, Spain;2. MIVEGEC (Maladies Infectieuses et Vecteurs, Génétique, Evolution et Contrôle), UMR CNRS 5290, IRD, 911, Avenue Agropolis, 34394 Montpellier Cedex 5, France |
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| Abstract: | Drawing on the findings from an ethnographic case study, this paper seeks to examine the socialization of a “potentially empowered” beginning teacher as a means for better understanding the socialization process and the implications for teacher education more generally. Toward this end, the discussion focuses on how the “images” this teacher brought to her first year of teaching influenced her ability to make sense of the organizational context in which she found herself. Based on this, it is suggested that some form of organizational literacy be integrated into the curriculum of teacher education programs as one means for empowering teachers. |
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