Description
Book SynopsisJudson G. Everitt takes readers into the everyday worlds of teacher training. Using rich qualitative data, he analyzes how people make sense of their prospective jobs as teachers, and how their introduction to this profession is shaped by the institutionalized rules and practices of higher education, K-12 education, and gender.
Trade Review"An excellent and exciting addition to the field.
Lesson Plans makes important contributions to existing work through its treatment of teacher education programs as sites of cultural negotiation between future teachers and the institutional and organizational expectations for their teaching." -- Lisa M. Nunn * author of Defining Student Success *
"
Lesson Plans is a rich and wonderful study, perhaps the most interesting treatise on teachers since Lortie's seminal
Schoolteacher." -- Tim Hallett * Indiana University *
"A remarkably informative and exceptionally insightful study that is impressively accessible in both organization and presentation,
Lesson Plans is a unique and critically important addition both college and university library Teacher Education collections and supplemental studies lists." * Midwest Book Review *
"
Lesson Plans is a much-needed addition to the body of work on professional socialization, and can be taught both for its topical focus as well as an example of how to use qualitative data to construct arguments that link levels of analysis." * Symbolic Interaction *
"Everitt’s ethnographic analysis offers a novel look at how teacher candidates respond to accountability standards." * American Journal of Sociology *
Table of ContentsIntroduction: Social Institutions and the Professional
Socialization of New Teachers 1
1 Compulsory Education and Constructivist Pedagogy 22
2 The Challenges and Assumptions of Adapting
to All Students 48
3 Accountability and Bureaucracy 72
4 Dilemmas of Coverage and Control 95
5 The Injunction to Adapt, Autonomy, and Diversity
of Practice 118
6 The Demands of Becoming a Teacher 142
Appendix: Site, Context, and My Role As an Ethnographer 165
Acknowledgments 179
Notes 181
Bibliography 197
Index 207
