Year: 2011
Type: article
Abstract: The customary folklore in teacher education is that the effects of teacher preparation programs "wash out" as soon as beginning teachers graduate and enter the real world of the classroom (Lortie, 1975; Zeichner & Liston, 1987; Zeichner & Tabachnik, 1981; Zeichner, Tabachnik & Densmore, 1987). But is this necessarily the case? Is everything learned during a teacher preparation program lost or changed when beginning teachers face the reality of classroom life and become socialized into the profession and to school culture? How does the pedagogical understanding of teachers grow or change over time? What are some of the personal and professional influences on teachers' thinking? Studies based on longitudinal research are needed to answer these and other questions.
Author: Barbara B. Levin
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1495768982