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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.
eir 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.

Tabla de contenidos provista por Syndetics

• Preface(p. ix)
• Part I Contexts
• 1 Situating This Study in Theory and Research on Teacher Development(p. 3)
• Background for This Study(p. 4)
• Theoretical Foundations and Developmental Teacher Education(p. 7)
• Related Research on Teacher Development(p. 11)
• 2 Research Methodology(p. 13)
• Illuminating My Own Stance(p. 13)
• How This Study Got Started(p. 15)
• Locating This Study in the Context of the Evolution in Qualitative Research Methods(p. 18)
• Changes in the Nature of Doing Qualitative Research(p. 19)
• Description of Methodology Used During This Longitudinal Study(p. 22)
• Part II Longitudinal Case Studies
• 3 The Story of Julie Devine(p. 29)
• Julie's 1985 Interview (Time 1)(p. 30)
• Julie's 1987 Interview (Time 2)(p. 34)
• Julie's 1990 Interview and an Observation (Time 3)(p. 41)
• Observation at Time 3 in 1990(p. 43)
• Julie's Interview in 1990(p. 46)
• Julie's Interview at Time 4 in 1993(p. 53)
• Julie's Interview at Time 5 in 1997(p. 60)
• Julie's 1999 Interview (Time 6)(p. 70)
• Julie's Story ... In Her Own Words ... Summer 2000(p. 77)
• Afterword(p. 79)
• 4 The Story of Sandy Brumbaum(p. 80)
• Sandy's 1985 Interview (Time 1)(p. 81)
• Sandy's 1987 Interview (Time 2)(p. 84)
• Sandy's 1990 Interview and an Observation (Time 3)(p. 90)
• Another Interview With Sandy in 1990(p. 101)
• Sandy's 1993 Interview and an Observation (Time 4)(p. 104)
• Sandy's 1993 Interview (Time 4)(p. 108)
• Sandy's 1997 Interview and an Observation (Time 5)(p. 116)
• Sandy's Responses to the Clinical Interview Questions at Time 5 (1997)(p. 120)
• An Observation of Sandy's Teaching at Time 5 (1997)(p. 124)
• Sandy's 1999 Interview and an Observation (Time 6)(p. 128)
• An Observation of Sandy at Time 6 (1999)(p. 136)
• Additional Thoughts From Sandy at Time 6 (1999)(p. 139)
• Sandy's Story ... In Her Own Words ... Summer 2000(p. 142)
• A Final Observation of Sandy (Fall 2000)(p. 146)
• Afterword(p. 151)
• 5 The Story of Ralph Elder(p. 152)
• Ralph's 1985 Interview (Time 1)(p. 153)
• Ralph's 1987 Interview (Time 2)(p. 156)
• Ralph's 1990 Interview and an Observation (Time 3)(p. 163)
• Ralph's 1990 Interview (Time 3)(p. 165)
• Ralph's 1993 Interview and an Observation (Time 4)(p. 171)
• Ralph's 1993 Interview (Time 4)(p. 175)
• Ralph's Time 5 Interview and an Observation (1997)(p. 177)
• Ralph's 1997 Interview (Time 5)(p. 180)
• Ralph's 1999 Interview (Time 6)(p. 187)
• Ralph's Story ... In His Own Words ... Summer 2000(p. 193)
• A Final Observation--Fall 2000(p. 197)
• Afterword(p. 202)
• 6 The Story of Rick Kleine(p. 203)
• Description of Rick's School and Classroom: May 1999(p. 204)
• Rick's Teaching Context(p. 210)
• Rick's Personal Life: Family Life and Other Influences(p. 213)
• Contemplating Changes(p. 215)
• Example of Rick's Current Praxis(p. 216)
• Rick's Current Pedagogical Beliefs(p. 218)
• Changes in Rick's Pedagogical Beliefs Over Time(p. 219)
• Advances in Rick's Pedagogical Thinking: Is There a Level 6?(p. 221)
• Changes in Rick's Metaphors(p. 222)
• Summary of Changes in Rick's Pedagogical Beliefs and Praxis(p. 224)
• Is Rick's Pedagogical Development Unique?(p. 225)
• Looking Ahead(p. 226)
• Rick's Story ... In His Own Words ... Summer 2000(p. 227)
• Afterword(p. 230)
• Part III Analysis
• 7 Answering the "So What?" Question: What Do These Case Studies Tell Us?(p. 233)
• Do Teachers Lose What They Learned During a Teacher Preparation Program?(p. 235)
• How Does the Pedagogical Understanding of Teachers Grow and Change Over Time?(p. 242)
• What Personal and Professional Influences in the Lives of Teachers Impact Their Pedagogical Understandings Throughout Their Careers?(p. 247)
• What Do Other Theories of Teacher Development Have to Say About the Lives of Teachers?(p. 257)
• What Lessons Can Be Learned From Longitudinal Case Studies of Teachers' Thinking?(p. 276)
• Summary and Conclusions(p. 283)
• Appendix A(p. 286)
• Appendix B(p. 287)
• Appendix C(p. 289)
• Appendix D(p. 290)
• Appendix E(p. 291)
• Appendix F(p. 296)
• References(p. 299)
• Author Index(p. 303)
• Subject Index(p. 305)

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CHOICE Review

Levin provides an in-depth look at the lives of four teachers in this well-written and researched publication. This longitudinal study offers insight over the period of 1985 through 2000 into the thinking of these teachers, with an emphasis on pedagogy, behaviors, and development of children, teaching, and learning. The interplay of pedagogical understanding combined with professional development is timely and useful to undergraduate and graduate teacher education programs. Levin delivers key information about pedagogical understandings from the teachers' initial global understanding over a period of time to more sophisticated and complex thinking and actions. The case studies are multifaceted and provide validation about teaching and learning as teachers grow in the profession. The appendixes are useful, especially to students. A wealth of information includes the developmental sequence of the teacher education program at the University of California at Berkeley and influential professional development books that can be obtained by the student, researcher, and professional development staff. ^BSumming Up: Highly recommended. General readers and lower- and upper-level undergraduates. H. B. Arnold University of the Pacific