ABSTRACT
Introduction In this study, the process of socialization is viewed as the development of sets of behaviours and perspectives by an individual as he confronts social situations. Quite clearly these behaviours and perspectives change most quickly and dramatically if the social situations which confront the individual change rapidly. It is clear from Northern Ireland, the Lebanon and other places that individuals who have lived in peaceful proximity for years can quickly change and become members of rival militias bent on mutual destruction. In the normal run of things the changes faced by an individual or group are gradual. They are most rapid during changes of status, changes of job or changes produced by social disruption. Some of these phenomena are more difficult to study than others. Rapid changes of status that take place within an institutional setting, such as qualifying as a teacher, are much easier to study than diffuse and scattered changes that take place in a large number of institutions, for example becoming a head of department or a headmaster. It follows that studies of students and even probationary teachers are much more common than teachers in mid-career or nearing retirement. The account of teacher socialization as a career-long process will therefore be
difficult to sustain. While there are hundreds of studies of teachers in training, I know of no study of teachers approaching retirement. It will be possible to compensate for this imbalance in the literature by stressing a theoretical approach that is appropriate to both situations (initiation and retirement), but it will inevitably lead to a considerable overall imbalance. The main emphasis will be on the early years of training and professional socialization.
