Pre‐service teachers' beliefs and pupil control ideology: the custodializing practicum

Abstract

PurposeThe puposes of this study is to examine the impact of primarily bureaucratic socialization; and demographic, experiential, and philosophical orientations (beliefs about key educational concepts) variables on teacher candidates' pupil control ideology (PCI) during a pre‐service teacher education program. The relationship between philosophical orientations and changes to PCI is of particular interest.Design/methodology/approachData collected at the beginning and end of their teacher education program from 474 teacher candidates were analysed using multivariate analyses.FindingsPracticum socialization experiences were more closely associated with participants' PCI at the end of the teacher education program than any of the demographic, experiential, or philosophical orientation variables.Research limitations/implicationsAn examination of interaction effects among the variables revealed a limited number of situations where the interaction of particular beliefs, demographic, and experience variables appear to minimize the shift to a more custodial PCI. Specific implications are identified in relation to males and elementary teaching, urban practicum placements, and pre‐service teacher education curriculum units pertaining to authenticity of beginning teacher practices.Originality/valueThe study provides a framework within which educators may examine the authenticity of beginning teachers' practice. In particular, educators may wish to carefully consider the evidence suggesting that pre‐service teachers practice may be inauthentic, that is, primarily imitative as a result of custodializing socialization factors, but only in particular circumstances associated with their predominantly humanistic beliefs about education.