ERIC Number: ED381500
Record Type: RIE
Publication Date: 1994-Oct
Reference Count: N/A
Authority and Relativism "in the Trenches": A Case Study of Teacher Development.
Shealy, Barry E.
A preservice teacher was interviewed 10 times during his last year of teacher education, when he participated in several mathematics teacher education courses and field experiences, and his first year of high school teaching. The case study was designed to develop an understanding of the teacher development process by considering how one teacher developed or resisted new ideas, struggled with reconciling new ideas with his existing beliefs and structures of beliefs, and attempted to put new ideas into practice in the classroom. The study considered how classroom constraints (perceived or real) and the teacher's existing structure of beliefs affected the enactment and/or modification of beliefs. The case study followed the teacher's development in: initial understandings of mathematics and teaching, search for affirmation of beliefs, classroom organization, relating to students, role as a teacher, relating to peers, concerns about external constraints, and continuing growth. Themes in the teacher's belief system included "making mathematics interesting,""problem solving,""structure and control," and "helping people." Conflicts encountered in this belief structure as a result of teaching experience forced him to readjust and redefine his beliefs. Implications for teacher education are outlined. (Contains 19 references.) (JDD)
Descriptors: Beginning Teachers, Beliefs, Case Studies, Field Experience Programs, High Schools, Higher Education, Interviews, Mathematics Education, Methods Courses, Preservice Teacher Education, Professional Development, Secondary School Mathematics, Secondary School Teachers, Student Development, Student Teachers, Teacher Attitudes, Teaching Experience
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Teacher Development
Note: Paper presented at the Annual Meeting of the Northeastern Educational Research Association (Ellenville, NY, October 1994).