Abstract

This study investigated graduate student teachers’ socialization experiences. Respondents identified 171 salient experiences (“turning points”) signaling and intensifying identification with their departments and with their roles as fledgling academicians. These experiences fell into three broad categories: (1) changes in their intellectual self-evaluation, (2) important encounters with students, peers, and superiors, and (3) changes in organizational structure and climate. The paper discusses how these turning points may facilitate constructive and appropriate socialization of graduate students.

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