ERIC Number: ED349682
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
A Microgenetic Analysis of Restructuring in a Teacher's Understandings about Learning and Teaching.
Schneider, Celeste; Ammon, Paul
Findings of a study that explored the ways in which teachers' understandings about pedagogy evolve are presented in this paper. Previous teacher development research suggests that teachers' understandings evolve in a lawful, linear way. Although the expression of the different levels is clear, the evolution process is not. Methodology involved a "microgenetic" analysis of the weekly journal entries made by a student teacher enrolled in the Developmental Teacher Education Program at the University of California at Berkeley. Findings suggest that pedagogical thinking develops through conflicts that arise when previous ways of thinking about issues related to learning and teaching are inadequate in new classroom situations. A conclusion is that teacher educators can use journals to implement innovative curricula and engage students in developmentally appropriate activities and discussions. (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Microgenetic Analysis
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).