The Socialization of a Novice Teacher of English: Becoming an Agent of Change

Main Article Content

Claudia Patricia Mesa Villa

Abstract

This case study reports the analysis of the induction as a socialization process of a Colombian novice teacher of English. Since critical approaches to socialization highlight the role of novice teachers in critical school transformation during their induction stage, this study aims to disclose the teacher’s possibilities of becoming an agent of change. The data collection procedures included interviews, class observations and document analysis. The findings revealed that the teacher’s socialization was not a gradual transition and his possibilities to contribute to school transformation differed in accordance with the interplay among his professional interests and school factors.

Article Details

How to Cite
Mesa Villa, C. P. (2017). The Socialization of a Novice Teacher of English: Becoming an Agent of Change. HOW Journal, 24(1), 83-100. https://doi.org/10.19183/how.24.1.318
Section
Research Reports
Author Biography

Claudia Patricia Mesa Villa, University of Antioquia

Claudia Patricia Mesa Villa is a teacher at the School of Languages at the Eastern Branch of the Universidad de Antioquia. She holds an MA in Foreign Language Teaching and Learning and her academic interests include teacher education, professional development, and culture in EFL.

References

Achinstein, B., & Athanases, S. Z. (2010). New teacher induction and mentoring for educational change. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (pp. 573-594). London, UK: Springer. https://doi.org/10.1007/978-90-481-2660-6_33.

Álvarez, G., & Sánchez, C. (2005). Teachers in a public school engage in a study group to reach general agreements about a common approach to teach English. PROFILE Issues in Teachers’ Professional Development, 6(1), 119-132.

Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, US: Sage.

Brunton, K. (2007). Beginning teachers and their reality of teaching: Negotiating the micro-political world. Paper presented at the Ontario Bi-Annual Conference of the International Study Association on Teachers and Teaching (ISATT), Brock University, St. Catherines, Canada.

Cadavid Múnera, I. C., McNulty, M., & Quinchía Ortiz, D. I. (2004). Elementary English language instruction: Colombian teachers’ classroom practices. PROFILE Issues in Teachers' Professional Development, 5(1), 37-55.

Cadavid Múnera, I. C., Quinchía Ortiz, D. I., & Díaz Mosquera, C. P. (2009). Una propuesta holística de desarrollo profesional para maestros de inglés de la básica primaria [A holistic proposal for the professional development of English language teachers at the primary level]. Íkala, Revista de Lenguaje y Cultura, 14(21), 135-158.

Calvo, G. (Coord.). (2004). La formación de los docentes en Colombia: estudio diagnóstico [Teachers’ education in Colombia: A diagnostic study]. Retrieved from http://unesdoc.unesco.org/images/0013/001399/139926s.pdf.

Cárdenas, M. L. (2002). Teacher research as a means to create teachers’ communities in inservice programs. HOW, 9(2), 1-6.

Cárdenas, M. L., & Nieto, M. C. (2010). El trabajo en red de docentes de inglés [Teachers of English network]. Bogotá, CO: Universidad Nacional de Colombia.

Cherubini, L. (2009). Reconciling the tensions of new teachers’ socialization into school culture: A review of the research. Issues in Educational Research, 19(2), 83-99.

Creswell, J. W. (2005). Educational research: Planning, conducting and evaluating quantitative and qualitative research. New York, US: Pearson.

Curry, M., Jaxon, K., Russell, J. L., Callahan, M. A., & Bicais, J. (2008). Examining the practice of beginning teachers’ micropolitical literacy within professional inquiry communities. Teaching and Teacher Education, 24(3), 660-673. https://doi.org/10.1016/j.tate.2006.10.007.

Farrell, T. S. C. (2012). Novice-service language teacher development: Bridging the gap between pre-service and in-service education and development. TESOL Quarterly, 46(3), 435-449. https://doi.org/10.1002/tesq.36.

Feiman-Nemser, S. (2010). Multiple meanings of new teacher induction. In J. Wang, S. J. Odell, & R. T. Clift (Eds.), Past, present and future research on teacher induction: An anthology for researchers, policy makers and practicioners (pp. 15-30). New York, US: Rowman and Littlefield Publishers.

Fletcher, E. C., Jr., Chang, J., & Kong, Y. (2008, February). Organizational socialization applied to teacher induction: An emerging conceptual framework. Paper presented at the Academy of Human Resource Development International Research Conference in the Americas, Panama. Retrieved from ERIC database. (ED501599)

Flores, M. A. (2010). School cultures and organizations and teacher induction. In J. Wang, S. J. Odell, & R. T. Clift (Eds.), Past, present and future research on teacher induction: An anthology for researchers, policy makers and practitioners (pp. 45-56). New York, US: Rowman and Littlefield Publishers.

Freeman, D. (1998). Doing teacher- research from inquiry to understanding. Boston, US: Heinle.

González, A., Montoya, C., & Sierra, N. (2002). What do EFL teachers seek in professional development programs? Íkala, Revista de Lenguaje y Cultura, 7(13), 29-50.

González, A., & Quinchía Ortiz, D. I. (2003). Tomorrow’s EFL teacher educators. Colombian Applied Linguistics Journal, 5, 86-99.

Hudson, S., & Beutel, D. (2007). Teacher induction: What is really happening? Paper presented at the Australian Teacher Education Association, Wollongong, Australia. Retrieved from http://eprints.qut.edu.au/9179/1/9179.pdf.

Joiner, S., & Edwards, J. (2008). Novice teachers: Where are they going and why don’t they stay? Journal of Cross-Disciplinary Perspectives in Education , 1(1), 36-43.

Kardos, S. M., & Moore Johnson, S. (2007). On their own and presumed expert: New teachers’ experience with their colleagues. Teachers College Record, 109(9), 2083-2106.

Kardos, S. M., Moore Johnson, S., Peske, H. G., Kauffman, D., & Liu, E. (2001). Counting on colleagues: New teachers encounter the professional cultures of their schools. Educational Administration Quarterly, 37(2), 250-290. https://doi.org/10.1177/00131610121969316.

Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction: A narrative-biographical study on teacher socialisation. Teaching and Teacher Education, 18(1), 105-120. https://doi.org/10.1016/S0742-051X(01)00053-1.

Krefting, L. (1991). Rigor in qualitative research: The assessment of trustworthiness. The American Journal of Ocupational Therapy, 45(3), 214-222. https://doi.org/10.5014/ajot.45.3.214.

Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco, US: Jossey-Bass.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, US: Sage.

Nasser-Abu Alhija, F., & Fresko, B. (2010). Socialization of new teachers: Does induction matter? Teaching and Teacher Education, 26(8), 1592-1597. https://doi.org/10.1016/j.tate.2010.06.010.

Orrego, L. M., Quinchía Ortiz, D. I., & Restrepo Pérez, A. I. (2005). Grupos de estudio para promover innovaciones curriculares y formarse en investigación [Study groups for the development of curricular innovation and research formation]. In I. Kostina (Ed.), La didáctica de la lengua extranjera: estado de la discusión en Colombia (pp. 1-10). Cali, CO: ICFES.

Patton, M. Q. (1990). Qualitative research and evaluation methods. London, UK: Sage.

Pineda, D., & Frodden, C. (2008). The development of a novice teacher’s autonomy in the context of EFL in Colombia. PROFILE Issues in Teachers’ Professional Development, 9(1), 143-162.

Richards, K. (2003). Qualitative inquiry in TESOL. New York, US: Palgrave Macmillan. https://doi.org/10.1057/9780230505056.

Sierra Piedrahita, A. M. (2007a). Developing knowledge, skills and attitudes through a study group: A study on teachers’ professional development. Íkala, Revista de Lenguaje y Cultura, 12(1), 279-305.

Sierra Piedrahita, A. M. (2007b). The professional development of a facilitator through a study group. PROFILE Issues in Teachers’ Professional Development, 8(1), 91-101.

Stake, R. E. (1995). The art of case study research. Thousand Oaks, US: Sage.

Toma, D. J. (2006). Approaching rigor in applied qualitative research. In C. F. Conrad & R. C. Serlin (Eds.), The Sage handbook of research in education (pp. 406-423). Thousand Oaks, US: Sage. https://doi.org/10.4135/9781412976039.n23.

Usma, J., & Frodden, C. (2003). Promoting teacher autonomy through educational innovation. Ikala, Revista de Lenguaje y Cultura, 8(14), 101-132.

Wong, H. K., Britton, T., & Ganser, T. (2005). What the world can teach us about new teacher induction. Phi Delta Kappan, 86(5), 379-384. https://doi.org/10.1177/003172170508600509.

Yin, R. K. (2009). Case study research: Design and methods. Thousand Oaks, US: Sage.

Zeichner, K., & Gore, J. (1990). Teacher socialization. In W. R. Houston (Ed.), Handbook of research on teacher education: A project of the Association of Teacher Educators (pp. 329-348). New York, US: Macmillan.