Lives of Teachers: Update on a Longitudinal Case Study

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Barbara B. Levin, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: The customary folklore in teacher education is that the effects of teacher preparation programs "wash out" as soon as beginning teachers graduate and enter the real world of the classroom (Lortie, 1975; Zeichner & Liston, 1987; Zeichner & Tabachnik, 1981; Zeichner, Tabachnik & Densmore, 1987). But is this necessarily the case? Is everything learned during a teacher preparation program lost or changed when beginning teachers face the reality of classroom life and become socialized into the profession and to school culture? How does the pedagogical understanding of teachers grow or change over time? What are some of the personal and professional influences on teachers' thinking? Studies based on longitudinal research are needed to answer these and other questions.

Additional Information

Teacher Education Quarterly, 28(3), 29-47.
Language: English
Date: 2001
Teacher education, Beginning teachers, Effective teaching, Teacher preparation programs, Efficacy

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