Author's Keywords: teachers, professional socialization, ethnography	Convention Need a solution for abstract management? All Academic can help! Contact us today to find out how our system can help your annual meeting. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association Annual Meeting URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p242378_index.html Direct Link: HTML Code:

Everitt, Judson. "Teachers� Transition from School to Work: The Reproduction of Schools� Organizational Functioning through Teacher Education" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Sheraton Boston and the Boston Marriott Copley Place, Boston, MA, Jul 31, 2008 <Not Available>. 2009-05-23 <http://www.allacademic.com/meta/p242378_index.html>

Everitt, J. G. , 2008-07-31 "Teachers� Transition from School to Work: The Reproduction of Schools� Organizational Functioning through Teacher Education" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Sheraton Boston and the Boston Marriott Copley Place, Boston, MA Online <PDF>. 2009-05-23 from http://www.allacademic.com/meta/p242378_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: Notions that teachers� classroom work often gets decoupled from institutional goals of schooling have long been central to sociological theories of schools� organizational functioning. Despite the pervasiveness of decoupling arguments, we know comparatively little about how teachers learn to operate within schools� organizational conditions. In this article, I draw upon data from a longitudinal ethnographic study of college seniors in a teacher education program transitioning from coursework, through student teaching, and into their first jobs as teachers. I focus on the collective routines teacher candidates experience, and how they make sense of their roles in schools � both prospectively and upon entry into the occupation � as they pass through the stages of their transition from student to teacher. I find that new teachers reproduce and reinvent the organizational conditions of schools by developing perspectives which prioritize: 1) ongoing adaptation to individual classroom contexts; 2) a locus of control in the classroom; and 3) having a positive influence on students which may or may not overlap with curriculum standards. I discuss implications for theories of decoupling in schools, teacher education, and understanding relationships between social structure and processes of professional socialization.

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