Rites of Passage: A Case Study of Teacher Preparation

Abstract

This case study was stimulated by involvement in a teacher‐internship programme in which the induction of beginning teachers into the profession was very inadequately guided. Their easy acceptance of simplistic approaches to teaching, with minimal accountability for results led the researchers to an appraisal of the process of teacher preparation from the vantage point of cultural induction, known to anthropologists as rites of passage. The study concluded that the inadequacies as well as the possibilities for improving teacher induction were highlighted by such a frame of reference.

Student Teaching as Initiation into the Teaching Profession

“…Several ethnographic studies of student teachers have been conducted in the 20 years (Barnett 1987;DeVoss 1979;Ginsburg 1986; Goodman 1984Goodman , 1988Griffin 1989;Griffin et al 1983;Hale and Starratt 1989;White 1989) since Fuller's (1969Fuller's ( , 1970 seminal research on preservice teacher education. This research project, conducted during the 1987-88 academic year, began with a wide focus seeking to learn more about the world of the student teacher.…”

“…This research project, conducted during the 1987-88 academic year, began with a wide focus seeking to learn more about the world of the student teacher. Gradually, the focus of the study narrowed to investigate student teaching as an initiation rite (Borish 1988;Hart 1987;Spindler 1970Spindler , 1974Young 1965) and as part of an educational rite of passage (Hale and Starratt 1989;Turner 1967;van Gennep 1960;White 1989).…”

“…1. How can theoretical models regarding initiation (Borish 1988;Hart 1987;Spindler 1970Spindler , 1974Young 1965) and rites of passage (Hale and Starratt 1989;Turner 1967Turner , 1969van Gennep 1960;White 1989) be applied to student teachers? 2.…”