ERIC Number: ED359170
Record Type: Non-Journal
Publication Date: 1993-Mar
Reference Count: N/A
A Study Package for Examining and Tracking Changes in Teachers' Knowledge. NCRTL Technical Series 93-1.
Kennedy, Mary M.; And Others
Between 1987 and 1991, the National Center for Research on Teacher Education engaged in the Teaching Education and Learning to Teach study, a longitudinal study of teachers as they participated in a variety of teacher education programs. The study sought to determine how teachers' knowledge, beliefs, and reasoning changed over time, and it explored the relationship between the content and format of teacher education and what teachers learn about teaching. Three data collection instruments--an interview, an observation guide, and a questionnaire--used in the study are presented in this package. This resource provides detailed explanations of data collection strategy; interviewer preparation; actual questions, problem sets, and implications of interview responses; and interpretation implications of data analysis. The study package offers a "do-it-yourself guide" for teacher education program planners and researchers for use in examining teacher learning within teacher education programs. The materials can be used to track changes in conceptual understanding of both preservice and inservice teachers and as feedback for curricular development in teacher education programs. (LL)
Descriptors: Data Collection, Educational Research, Elementary Secondary Education, Evaluation Methods, Higher Education, Interviews, Lesson Observation Criteria, Longitudinal Studies, Measurement Techniques, Measures (Individuals), Pedagogical Content Knowledge, Questionnaires, Research Utilization, Teacher Education Programs, Teacher Evaluation, Teaching Skills
National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners; Researchers; Teachers
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.