Date of Award


Degree Type


Degree Name

Master of Arts (MA)




Jack Haas




This 'process-of-becoming' analysis focuses on student teachers, particularly during in-College instructional periods. Initially, the theoretical and methodological orientation adopted, symbolic interactionism and qualitative methods respectively, is discussed, and the interrelationship between the two is illustrated by considering some typical, as well as atypical, problems encountered in the field.

It is then shown that the physical appearance of a Teachers' College has an adverse effect on student interaction. Furthermore, the distinction made by student teachers between theory and practice (and the subsequent preference assigned to the practice element) is discussed in terms of its implications. And finally, the notion of simply getting the piece of paper (i.e., diploma) is put forth as the motive for certain impression management strategies.

The fourth chapter is concerned with, first, the largely avert, objectively perceived aspects of the student teacher passage. These aspects are conceptualized as scheduled and sequenced. Secondly, this socialization process is described as a set of transitional statuses that revolve around various subjectively perceived concerns. Furthermore, three stages of concerns are conceptualized.

It is concluded in the final chapter, that on the basis of a four point comparison with medical education, unlike other occupations where, prior conceptions are reversed during professional socialization, student teachers place events which preceded their formal preparation for teaching within a continuous rather than discontinuous framework. On the basis of the observation that while teacher education works within a continuous framework and society does not, preferable aspects in teacher education are outlined for the future.

McMaster University Library

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