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Abstract
The purpose of this study was to examine the role of communication in preservice teacher socialization. Using case studies of 12 student interns in a secondary education program, 21 topics of talk, with target persons, were identified and categorized according to the communication concern phases of self, task, and impact. The topics of talk were further refined according to function. Results indicated that most of the talk was related to self and task dimensions, and that talk with others in the school setting was primarily integrative, informative, and regulative. Talk with family and friends served cathartic and acknowledging functions. The internship period of preservice training was characterized primarily as a period of occupational socialization, but with some organizational socialization occurring as well.
