Robert V. Bullough - First-year teacher eight years later: an inquiry into teacher development
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First-year teacher eight years later: an inquiry into teacher development
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This work charts the development and difficulties faced by Kerrie Baughman as she became an experienced teacher. This ten year collaboration provides an account of what teacher and teacher educator learn from one another. Together, they explore how to master the classroom with a measure of clarity.
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"First-year Teacher" Eight Years Later : An Inquiry Into Teacher Development
author
:
Bullough, Robert V.; Baughman, Kerrie.
publisher
:
Teachers College Press
isbn10 | asin
:
0807736503
print isbn13
:
9780807736500
ebook isbn13
:
9780585318936
language
:
English
subject
Baughman, Kerrie, First year teachers--United States--Longitudinal studies, Teachers--United States--Longitudinal studies, Teachers--In-service training--United States--Longitudinal studies.
publication date
:
1997
lcc
:
LB2844.1.N4B85 1997eb
ddc
:
372.1102
subject
:
Baughman, Kerrie, First year teachers--United States--Longitudinal studies, Teachers--United States--Longitudinal studies, Teachers--In-service training--United States--Longitudinal studies.
Page iii
"First-Year Teacher" Eight Years Later
An Inquiry into Teacher Development
Robert V. Bullough, Jr. Kerrie Baughman
Foreword by David C. Berliner
Teachers College, Columbia University New York and London
Page iv
Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027
Copyright 1997 by Teachers College, Columbia University
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher.
Library of Congress Cataloging-in-Publication Data
Bullough, Robert V., 1949 "First-year teacher" eight years later : an inquiry into teacher development / Robert V. Bullough, Jr., Kerrie Baughman. p. cm. "An update of First year teacher" Pref. Includes bibliographical references (p. ) and index. ISBN 0-8077-3651-1 ISBN 0-8077-3650-3 (pbk.) 1. Baughman, Kerrie. 2. First year teachers United States Longitudinal studies. 3. Teachers United States Longitudinal studies. 4. Teachers In-service training United States Longitudinal studies. I. Baughman, Kerrie. II. Bullough, Robert V., 1949 First-year teacher. III. Title. LB2844.1.N4B85 1997 372.1102 dc21 97-14053
ISBN 0-8077-3650-3 (paper) ISBN 0-8077-3651-1 (cloth)
Printed on acid-free paper Manufactured in the United States of America
04 03 02 01 00 99 98 97 8 7 6 5 4 3 2 1
Page v
For those who taught us, and to whom we owe a large and ever-growing debt of gratitude: Mrs. Orgill, Bob's first-grade teacher Mrs. Criddle, Bob's fourth-grade teacher Mrs. Stewart, Bob's eighth-grade history teacher Mr. Arvanitas, Bob's tenth-, eleventh and twelfth-grade history teacher Mrs. Wallace, Bob's twelfth-grade English teacher Mr. Johnson, Kerrie's orchestra teacher Mr. Oberhansley, Kerrie's seventh-grade history teacher Mrs. Jacobs, Kerrie's tenth-grade English teacher Ms. Hroneck, Kerrie's tenth- and eleventh-grade history teacher
Page vii
Contents
Foreword
by David C. Berliner
ix
Acknowledgments
xiii
Preface
xv
Chapter 1 Setting the Stage
1
Chapter 2 The Social Location and Aims of Teacher Development
15
Chapter 3 Teacher Development, Biography, and Narrative Reasoning
27
Chapter 4 Narrative Reasoning and Public Theory: Teacher Life Cycles and Developmental Stages
54
Chapter 5 Changing Beliefs and Changing Teaching Metaphors
69
Chapter 6 Pushing Boundaries and Developing Expertise in Teaching: Three Problems
103
Chapter 7 Inclusion and the Context of Teaching
135
Chapter 8 Professionalism Is Citizenship
154
Chapter 9 Journey's End... A Small Tragedy
177
References
187
Index
201
About the Authors
207
Page ix
Foreword
This book is a treasure for three reasons. First, it is the only work I know of that describes the growth and development of a single teacher over many years. This 10-year longitudinal study of teacher development has no equals. Second, it is co-authored by the researcher and the teacher who worked collaboratively over those years; studies of teacher development, in their own voices, have not existed until now. Third, this joint study relies upon narrative as the basis for inquiry into the study of beliefs about one's self, one's life, and one's work. It is rigorous research that we encounter here, though the data are in story form and the scholarship of both the researcher and the subject of the research is in the analyses of the stories told. Methodologically, this book has no equivalents. Moreover, it exudes verisimilitude, providing the reader with a sense of the real thoughts of a teacher seeking to be successful as an instructor and as a caregiver.
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