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

Levin, Barbara B.

Hardcover

ISBN 10: 0805841970 ISBN 13: 9780805841978

Publisher: Routledge, 2002

Synopsis

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.

About this title

About the Author

Barbara Levin has been a Professor in the Department of Teacher Education and Higher Education at the University of North Carolina at Greensboro (UNCG) since 1993. She was an elementary school teacher for 17 years before earning her Ph.D. at the University of California-Berkeley. Dr. Levin served as the Director of the Teachers Academy at UNCG, assistant department chair, and director of graduate studies. She was awarded the first Mentoring-Advising-Supervising (MAS) Award in the School of Education at UNCG. Dr. Levin also served as an Associate Editor for "Teacher Education Quarterly" for 8 years, and was co-PI on a 5-year, $1.4 million National Professional Development grant from the Dept. of Education called TESOL for ALL. Her research interests include: understanding how teachers pedagogical beliefs develop across their careers; case-based teaching; problem-based learning (PBL); universal design for learning (UDL); and leading, teaching, and learning with technology. Dr. Levin has published eight books and over 40 articles in well-respected research journals.

Review

"This is a provocative and very fine book, well deserving of making its mark in the repertoire of educational literature. What makes it significant is its conceptual framework, its theoretical grounding, the quality of it scholarship, its clarity in illuminating the teachers' voices as they explain and reflect on their way of conceptualizing and practicing their craft, and its clarity of writing." - Selma Wassermann Simon Fraser University; "This is a great idea and a valuable project. Case studies of teachers' pedagogical transformation over a 15-year period are truly remarkable. Seeing these unfold before our eyes is a treat....The writing is clean, crisp, clear....The work sets a new longitudinal/developmental standard in the field." - Daniel P. Liston University of Colorado

Edition details

• Publisher: Routledge
• Publication date: 2002
• Language: English
• ISBN 10: 0805841970
• ISBN 13: 9780805841978
• Binding: Hardcover
• Edition number: 1
• Number of pages: 322