Biography and social structure in the socialization of student teachers: a re‐examination of the pupil control ideologies of student teachers

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Abstract
This study examined the effects of the student teaching experience on the pupil control ideologies of student teachers and attempted to assess the relative contributions of biography and social structure in determining student teacher attitudes toward pupil control. The subjects were forty elementary student teachers from one midwestern university. The results indicated that student teachers did not become more custodial in their views toward pupil control by the end of the experience. Furthermore, cooperating teachers exerted little influence on student teacher pupil control ideologies once the effects of biography were removed. It was concluded that biography does play an important part in the socialization of student teachers and that future research on student teaching should consider the effects of biography and social structure together within an interactive model of socialization. Finally, the limitations of focusing exclusively on student teacher ideologies are discussed and the concept of perspectives is offered as a potentially heuristic tool for overcoming these limitations.