Abstract Although teaching as a professional occupation has been a debating issue for decades, improving teacher education is one of the main concerns for the worldwide education system. In this thesis, teaching is considered as a socialization process which learning and growing are the most important task for the professional development. Three main traditions in sociology, functionalist, critical, and interpretive, are discussed in relation to studies of socialization and teacher socialization. In summary, teacher socialization is the process whereby the individual becomes a participating member of the community of teachers. After reviewing these three paradigms in teacher socialization, the term socialization is commonly defined too narrowly and should be open to challenge and redefinition. Following the analysis of teacher socialization, several different stages of career development in the teacher occupation are explored from the perspective of socialization. In addition, the interpretive paradigm that emphasizes the subjective experience and individual interaction is employed to help student teachers or teachers becoming professional. The intention is that teachers will learn how to face difficulties and solve problems in teaching practice through the helpful methods, such as autobio graphic study, case method, reflective journal, and portfolio assessment.
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