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<https://discovery.ucl.ac.uk/id/eprint/10021974> <http://purl.org/ontology/bibo/abstract> "This longitudinal study examines the professional socialisation\nof a group of students during their three years in a College of\nEducation. A specially constructed stole Definition Instrument was\nused, toeother with other questionnaires, to probe the nature of\nstudents* teacher role conceptions at certain points durine the course.\nThe focus of the study upon the students' interpretation of their\nexperience entailed the extensive iniearviewing of a saeple of students\nin each of te nine tares.\nThe investigation attempts to remedy deficiencies of previous\n1..itish studies by developin: a theoretical framework to analyse the\nprocess of processional socialisation and to take account of the\ninstitutional setting in which this process occurs. An extensive study\nof the cones.° as a social system was therefore undertaken examining\nits formal and informal structures and processes. anal:Isis of\nselection procedures, the college course, and the zewardiee and\neeectioniee eeate, a pervading and consistent set of valves was\nidentified. ehese institutional characteristics are shown to be of\nmuce importance in affecting students' responses to their college\nexperience.\nIhe students develop group peespectives during the course which\nare related to the institutional setting and which involve a significant\nshift in reference groups. Periods of school practice and the early\npart of the course ere shown to be of great importance in ellapine\nthese perspectives. There is some redefinition of professional\nattitudes; c prccecs only partially reflected in eoee liberal responses\nto questionnaire items. Such changes are interpreted as evidence of increasing professionalism.\nA pilot study of school practice showed it affecting attitude\nscores, but recorded no significant relationships between observed\nclassroom behaviour and such scores. School placing appears to\ninfluence both attitude scores and tutors* assessments of performance.\nStudents and tutors place different emphases upon students* professional\nneeds; the students generally favour role socialisation, but tutors\nview the course as a process of status socialisation."^^<http://www.w3.org/2001/XMLSchema#string> .
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