کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
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374697 | 622508 | 2008 | 12 صفحه PDF | دانلود رایگان |
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Concern has been expressed that the current climate in schools militates against trainee teachers’ self-directed development. This article explores the issue of trainees’ capacity for self-direction through the analysis of interviews with 32 trainees, investigating their perceived proactive social strategies. Three proactive strategies were identified: ‘tactical compliance’, personalising advice, and seeking out opportunities to exercise control. It is argued that these strategies are indicative of trainees’ drive to establish a personal teaching identity through self-directed development and the creation of individual development agendas. The article concludes by emphasising the importance of the development of proactive social skills in beginning teachers.
Journal: Teaching and Teacher Education - Volume 24, Issue 6, August 2008, Pages 1401–1412