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ERIC Number: ED318733
Record Type: RIE
Publication Date: 1990
Pages: 40
Abstractor: N/A
Reference Count: N/A
Teachers' Experienced Knowledge: A Continuing Study.
Cole, Ardra L.
For the past three years a small group of teachers has been followed, first through their 1-year preservice teacher education program and then throughout their first two years of full-time teaching, in an attempt to gain insight into their development. In this paper reference is made to the stories of two of these teachers, to consider the following questions: (1) How do teachers' conceptions and perspectives change and grow through experience? (2) What factors do they see as enabling and constraining their development? and (3) How do they respond to these perceived encouragements and constraints? The document focuses on the professional context and examines the development of teachers' experienced knowledge within that context. It describes the personal conceptions and perspectives with which each teacher entered the profession and shows how his/her perceptions have changed and developed over the first two years of teaching. The document describes the professional context in which they have been situated as full-time teachers and consider how their experiences within those contexts have influenced their development over the three-year period. Finally, the document reflects on some of the theoretical implications of this research as it relates to the understanding and development of teachers' experienced knowledge, and on some of the practical implications as it relates to the professional development of beginning teachers. (Author/JD)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 17-20, 1990).