A Longitudinal Study of the Development of Teachers’ Pedagogical Conceptions: The Case of Ron

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: http://library.uncg.edu/

Abstract: Several researchers have reported evidence that preservice teacher preparation “washes out” during the induction period (e.g., Lortie, 1975; Ryan, 1990; Zeichner & Tabachnik, 1981) or can be “miseducative” (Feiman-Nemser & Buchmann, 1983). In fact, these ideas have become part of the lore of teacher education, even though very few studies of the development of teachers’ thinking have followed teachers past the first one or two years of their induction into the field (see Nias, 1989, and Huberman, 1989, for exceptions). Kenneth Zeichner and Daniel P. Liston (1987) suggest several aspects of teacher education that impede the development of reflective teaching during the induction years. Among these are apprenticeship models of preservice teacher education, ideological eclecticism, and structural fragmentation.

Additional Information

Teacher Education Quarterly, 23, 1-21.
Language: English
Date: 1996
Pedagogy, Longitudinal studies, Teachers' experiences, Teacher attitudes, Change over time

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