As teacher educators, we have more than a passing interest in the ordeals shared by most beginning teachers. Recent attention to the induction phase of teaching-the first three years of inservice experience-has produced a substantial amount of research describing the actual experiences and concerns of neophyte teachers. The purposes of this article are (1) to review selected research on the concerns and development of beginning teachers; (2) to present a conceptualization of the formal and informal processes of socializing the secondary teacher; and (3) to establish connections between this conception of socialization and the concerns of the beginning teachers. Concerns of Beginning TeachersIn our attempt to determine the impact of socialization processes upon teachers themselves, we have examined several recent studies of problems and concerns reported by beginning teachers. Because these data focus upon perceptions of those individuals who are currently undergoing or have recently undergone the induction experience, we will attempt to describe this research in some detail.Frances Fuller (1969) conceptualized a three-phase developmental theory of teachers' concerns. Fuller posited a pre-teaching phase of non-concern with the specifics of teaching, an early teaching phase of concern with self and survival, and a later phase of concern with impact on students.Fuller and Bown (1975) later refined this initial conceptualization, citing three stages or concern clusters. The first stage focuses on survival: on one's adequacy and survival as a teacher; about class control; about being liked by pupils; about supervisors' opinions; about being observed, evaluated and praised; and about fear of failure. The second stage is described as the mastery stage and deals with concerns about mastering the teaching tasks-working with too many students, time pressures, lack of instructional materials, etc. The focus of the third stage is impact: concerns regarding recognizing social and emotional needs of pupils, fairness, tailoring content to individual students, etc.Hall and Jones (1976), relying on Fuller's research, postulated that concerns are often predictable. The sequence through which teachers normally progress is from concerns about self to' concerns about tasks to final concerns about impact. Briscoe (1972) studied the professional concerns of firstyear secondary teachers in selected Michigan public schools.Subjects were asked to examine 51 possible concerns and to note the degree to which each had been a concern at the beginning of the year and late in the year. Four of the five highest-ranked concerns reflected problems of classroom management/discipline, or knowing students.Pataniczek (1978) studied the concerns of first-year secondary teachers who were graduates of a personalizedPataniczek is assistant professor of education at the University of Oregon; Isaacson is a doctoral candidate. experience-based teacher education program. The subjects, all graduates of the Secondary Education Pilot Program at Michigan State U...
The authors describe how school leaders at seven sites where school shootings occurred engaged in surface and deep acting, two forms of emotion work (Hochschild, 1983, 1990) in response to their understanding about what feelings were appropriate or inappropriate in crisis situations. Data are drawn from three qualitative studies over a 9-year period. Analyses of data regarding emotion work yield four lessons for school crisis leadership: (a) personal definitions of leadership guided responses to the shooting, (b) the extent that the crisis changed leaders' work, (c) the high personal toll paid by leaders, and (d) the change in the sense of what is possible. Ideas about leadership and emotion, including display rules, are culturally bound, which has implications for leadership training, development, and policy changes in schools.
This article discusses four lessons for school counselors responding to any serious crisis: (a) School counselors can expect to take on leadership roles in times of crisis due to their expertise. (b) Crisis teams are temporary organizations within a school structure. Membership in two organizations can create role conflict. (c) Effective school counselors have found subtle ways to support and counsel formal leaders. And, (d) school counselors must be vigilant in their own care, especially during a crisis.
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