ERIC Number: ED240112
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
The Development of Teacher Perspectives.
Tabachnick, B. Robert; And Others
Two-year longitudinal case studes were conducted of four teachers, beginning with the student teaching experience through the first year of teaching. The study explored ways in which teaching perspectives, evidenced at the end of student teaching, are strengthened or modified during the first year of teaching. It also sought to determine who and what influences the development of teacher perspectives during the first year. Information was gathered through observations and interviews with each subject, colleagues, students, and principal. The study focused on teacher actions and ideas in four specific domains: (1) nature of knowledge, curriculum, and the learning processes; (2) teacher's role; (3) teacher-pupil relationships; and (4) student diversity. A narrative account is presented of each teacher's experiences and the ways in which the teacher adjusted to and complied with accepted practices of the school, or, conversely, adhered to individual perspectives and teaching styles. Appended are definitions for 17 issues or dilemmas of teaching that were used to define teacher perspectives in the study. (JD)
Descriptors: Attitude Change, Beginning Teachers, Elementary Secondary Education, Institutional Characteristics, Job Satisfaction, Peer Acceptance, Professional Development, Role Perception, Socialization, Student Teacher Relationship, Student Teachers, Teacher Attitudes, Teacher Role, Teaching Experience, Teaching Styles
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-15, 1983). For related document, see SP 023 820.