Is initial training nurturing proactive teachers?

Abstract

Summary Recent research suggests that while many beginning teachers may be ‘passively socialized’ into teaching and largely adopt existing practices and traditions, a minority are less willing to accept the existing reality as the only one possible. Goodman has described the attributes which characterize such teachers whom he labels proactive; these are high levels of commitment and motivation, innovation, willingness to ‘try things out’ and reflection. This paper addresses the question of whether such attributes are developed during initial training. Results indicate a liberalization of attitudes which, it is argued, is necessary if students and teachers are to be open to new ideas and innovative. Levels of other proactive attributes, while generally high, do not develop further during training for the majority of student teachers. A small, highly motivated group, judged by their tutors to be the best teachers, do appear to develop in a proactive direction, however.