Peer reviewedERIC Number: EJ536892
Record Type: Journal
Publication Date: 1996
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0737-5328
EISSN: N/A
A Longitudinal Study of the Development of Teachers' Pedagogical Conceptions: The Case of Ron.
Levin, Barbara Barry; Ammon, Paul
Teacher Education Quarterly, v23 n4 p5-25 Fall 1996
Presents data from an eight-year longitudinal study of the development of teachers' thinking about behavior, development, learning, and teaching. The case discussed illustrates thinking at Level five, "integrated constructivism," in which learning is problem solving and teaching is guiding thinking. Suggestions for encouraging continued development are included. (SM)
Descriptors: Beginning Teachers, Case Studies, Constructivism (Learning), Developmental Stages, Educational Philosophy, Elementary Education, Elementary School Teachers, Higher Education, Longitudinal Studies, Preservice Teacher Education, Student Behavior, Teacher Attitudes, Teacher Improvement, Teaching (Occupation), Teaching Experience
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
