The Dated Role Models
“A central issue across professions is that novices are expected to act the part before they fully grasp or identify with new roles, which has important implications for professional acceptance and effectiveness” (Goffman, 1959; Ibarra, 1999).
Reading this article really struck a chord on so many levels. I believe that we as students of the Faculty of Education look to our associates as mentors and teachers. We are not quite teachers yet as we have just entered the world of teaching. Unfortunately, some associates do not see it this way. Many of them expect student teachers to know everything about the teaching profession. This raises many concerns and issues for those who are on the pursuit of becoming a teacher. Many students of the program become discouraged and unmotivated by the constant negativity that is given a daily basis at practicum by the associates. What I can’t seem to comprehend is the differences of what is being taught at the faculty versus what is expected of us at practicum. A teacher who has be teaching for over fifteen years may conduct themselves in a completely different way than what is expected of teachers entering the field today. I was under the impression that teachers are suppose to change with the times. What once was acceptable in the teaching profession is not be suitable in today’s teaching environment. However, as a student teacher you are required to do as the associate says, as it is their classroom and their rules which does not allow student teachers to create their own professional identity. These experiences allow student candidates to reflect on what they have observed, what they have learned, and for many what type of teacher they hope not to become.
Ronfeldt, M., & Grossman, P. (2008). Becoming a professional: Experimenting with possible selves in professional preparation. Teacher Education Quarterly, 35(3), Summer, 41-60.