Teacher education, when viewed along a professional continuum from preservice level to beginning level to experienced level, involves a socialization phenomenon which is only minimally described or understood by the profession. Several aspects of the socialization process--career rewards, levels of professional concern, and perceptions of the climate of the workplace--have been studied and begin to explain the changes that occur during the process. Sixty elementary school teachers, grouped at preservice, beginning, and experienced levels, responded to questionnaires assessing job satisfaction, communication patterns, and levels of professional concern. From the data, profiles of each professional level have been developed and differences between each teacher group on the questionnaire items have been analyzed. Job satisfaction ratings of all three teacher groups display little variation contrary to expectations based on the literature and experience. (Author/JMK)