Case Studies of Teacher Development: An In-Depth Look at How Thinking about Pedagogy Develops over Time

Case Studies of Teacher Development: An In-Depth Look at How Thinking about Pedagogy Develops over Time

Case Studies of Teacher Development: An In-Depth Look at How Thinking about Pedagogy Develops over Time

Case Studies of Teacher Development: An In-Depth Look at How Thinking about Pedagogy Develops over Time

Synopsis

This book represents the results of a 15-year longitudinal study based on in-depth case studies of the development of four teachers' pedagogical thinking. These studies illustrate how teachers' thinking-about children's behavior, development, learning, and teaching-develops over time, based on their personal and professional life experiences. It is an especially significant book because understanding how pedagogical thought develops over time and how these ideas are put into action in classrooms can be used to improve teacher education, teacher induction, and teacher retention programs. At a time when teacher induction and teacher retention are critically important, this book will help teacher educators, school and district leaders, and policymakers understand better how to retain novice and experienced teachers by supporting their professional growth and development.

Excerpt

This book represents the results of a 15-year longitudinal study based on indepth case studies of the development of four Teachers' pedagogical thinking. These studies illustrate how Teachers' thinking– about children's behavior, development, learning, and teaching-– develops over time based on their personal and professional life experiences. This book is especially significant because no other in-depth, longitudinal case studies of Teachers' thinking about pedagogy are currently available.

At a time when teacher induction and retention are critically important, this book can help teacher educators, school and district leaders, and policymakers better understand how to support and retain novice and experienced teachers by supporting their growth and development. Understanding how pedagogical thought develops over time and how these ideas are put into action in classrooms can be used to improve teacher education, teacher induction, and teacher retention programs.

This book is based on data gathered from regular, periodic interviews and observations of four educators who are graduates of the award-winning Developmental Teacher Education (DTE) program at the University of California at Berkeley. the common thread is that they were all 1987 graduates of the dte program and spent 2 years in the same cohort of preservice teachers. Their case studies are rich with direct quotes and vignettes that capture the atmosphere in their classrooms and their teaching styles. Their own reflective writing adds another facet to our understanding of their thoughts. Indepth analyses explain their pedagogical development and the changing metaphors they use to describe their thinking about teaching and learning. a particular model of teacher development, the Ammon and Hutcheson . . .

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