Case Studies of Teacher Development: An In-Depth Look at How Thinking About Pedagogy Develops Over Time

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Taylor & Francis, Jan 12, 2003 - Education - 328 pages
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This book represents the results of a 15-year longitudinal study based on in-depth case studies of the development of four teachers' pedagogical thinking. These studies illustrate how teachers' thinking--about children's behavior, development, learning, and teaching--develops over time, based on their personal and professional life experiences. It is an especially significant book because understanding how pedagogical thought develops over time and how these ideas are put into action in classrooms can be used to improve teacher education, teacher induction, and teacher retention programs.

Case Studies of Teacher Development: An In-Depth Look At How Thinking About Pedagogy Develops Over Time:
*provides insight into reasons why some teachers remain and others leave the teaching profession;
*combines narrative with scholarship;
*highlights the voices of four educators through extensive quotes from their interviewers, includes vignettes of their classroom teaching, and incorporates their own writing;
*contributes to the field of teacher education and teacher development because of the long duration of the four case studies (1985-2000) and the accompanying scholarly analysis of internal and external influences on their lives as teachers; and
*addresses changes in the nature of qualitative research as it influenced this longitudinal study over time.

At a time when teacher induction and teacher retention are critically important, this book will help teacher educators, school and district leaders, and policymakers understand better how to retain novice and experienced teachers by supporting their professional growth and development.

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About the author (2003)

Barbara B. Levin is a professor in the Department of Curriculum and Instruction at the University of North Carolina at Greensboro (UNCG). Her research interests include studying teachers pedagogical beliefs and the development of teacher thinking across the career span, integrating technology into the K 16 curriculum, and using case-based pedagogies and problem-based learning in teacher education. Levin is an associate editor of "Teacher Education Quarterly" and has authored or coauthored numerous journal articles and three books, including "Who Learns What From Cases and How? The Research Base on Teaching With Cases" (1999), "Energizing Teacher Education and Professional Development With Problem-Based Learning" (2001), and "Case Studies of Teacher Development: An In-Depth Look at How Thinking About Pedagogy Develops Over Time" (2003). Levin completed a PhD in educational psychology at the University of California at Berkeley in 1993. Prior to that, she taught elementary school students and was a computer specialist for 17 years.

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