The Socialization of a Novice English Teacher Into an Urban Public School : Possibilities and Challenges to Become an Agent of Change

dc.contributorSierra Piedrahita, Ana María
dc.creatorMesa Villa, Claudia Patricia
dc.date2020-02-25T20:39:11Z
dc.date2020-02-25T20:39:11Z
dc.date2012
dc.date.accessioned2023-08-28T21:01:39Z
dc.date.available2023-08-28T21:01:39Z
dc.identifierhttp://hdl.handle.net/10495/13526
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8487544
dc.descriptionABSTRACT: Teacher induction comprises the first years of in-service teaching. To analyze this stage, the literature presents three conceptualizations: Induction as a formal program, a situated learning process and induction as a socialization process. This study revolves around the last perspective. This one conceives induction as the interplay among teacher professional interests and school factors as novice teachers enter specific school contexts. This exploratory case study reports the analysis of the induction as a socialization process of a Colombian novice English teacher into an urban secondary school. Since critical approaches to socialization highlight the role of novice teachers as agents of change or professionals able to disclose political issues and participate in critical school transformation, this study also aims to disclose his possibilities and challenges to play that role during his induction. The data collection procedures included interviews, class observations and document analysis. The findings revealed that his socialization was not a smooth transition and his challenges and possibilities to contribute to school transformation differed in accordance with the interplay among his professional interests and school factors. Two main trends underlay this process: a reactive struggle with some school factors and a proactive encounter with others. Concerning the former, the data analysis revealed that his interaction with factors such as lack of formal induction, a distant relation with administrators, lack of collaborative work among teachers and an inappropriate teaching load reflect the absence of institutional support as well as a disregard of his novice teacher status. Eventually, this situation decreased his level of job satisfaction, commitment and sense of belonging. With reference to the second trend, the teacher’s actions and decisions when dealing with factors such as the school’s discipline approach, relation with students, students’ low academic performance and a predetermined curriculum revealed his rejection of the school’s authoritarian discipline approach, the hierarchical teacher-student relationship and his commitment to provide quality education. However, despite his challenging socialization process, he managed to materialize classroom-level actions that revealed his role as agent of change. This reveals the importance of providing novice teachers with support that encourages them to actively participate in critical school-reform.
dc.format75
dc.formatapplication/pdf
dc.formatapplication/pdf
dc.languageeng
dc.publisherMedellín, Colombia
dc.rightsAtribución-NoComercial-SinDerivadas 2.5 Colombia
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/2.5/co/
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectEnglish teachers
dc.subjectEnglish language - Study and teaching - Foreign speakers
dc.subjectSocialización
dc.subjectSocialization
dc.subjectPublic education
dc.subjectEnseñanza pública
dc.subjectEnglish language - study and teaching
dc.subjectInglés - Enseñanza
dc.subjectEscuelas públicas
dc.subjectPublic schools
dc.subjectProfesores de Inglés
dc.subjectEnglish teachers
dc.subjectPráctica docente
dc.subjectTeaching practice
dc.subjecthttp://id.loc.gov/authorities/subjects/sh85043710
dc.subjecthttp://id.loc.gov/authorities/subjects/sh88001224
dc.subjecthttp://id.loc.gov/authorities/subjects/sh85043710
dc.subjecthttp://vocabularies.unesco.org/thesaurus/concept1199
dc.subjecthttp://vocabularies.unesco.org/thesaurus/concept9414
dc.titleThe Socialization of a Novice English Teacher Into an Urban Public School : Possibilities and Challenges to Become an Agent of Change
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typeinfo:eu-repo/semantics/acceptedVersion
dc.typehttp://purl.org/coar/resource_type/c_bdcc
dc.typehttps://purl.org/redcol/resource_type/TM
dc.typeTesis/Trabajo de grado - Monografía - Maestría


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