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Presentation
What do they believe now? A Cross-Sectional Longitudinal Follow-Up Study of Teachers’ Personal Practical Theories (PPTs)
American Educational Research Association 2010 Annual Meeting (2010)
  • Barbara B. Levin
  • Ye He, University of North Carolina at Greensboro
  • Melony Holyfield Allen, University of North Carolina at Greensboro
Abstract
This cross-sectional, longitudinal study was designed to understand the current pedagogical beliefs of graduates from one teacher education program between 2002-2008, how and why their beliefs have changed over time, and perceived factors that enabled and/or constrained participants from enacting their beliefs. In order to capture the ever-changing, agentic, positional, and socially constructed nature of teacher development (e.g., Beijaard, 1995; Beijaard, Meijer, & Verloop, 2004; Beijaard, Verloop, & Vermunt, 2000) and also draw implications to better prepare teacher candidates for “changing landscapes” (Clandinin, Downey & Huber, 2009), we used a broad framework of professional identity development to better understand the many personal, professional, and political factors that influence teachers’ pedagogical beliefs. Findings from interviews and classroom observations are reported.
Keywords
  • Personal Practical Theories,
  • PPTs,
  • Teacher education programs,
  • Beliefs,
  • Pedagogical beliefs
Publication Date
May, 2010
Comments
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Citation Information
Barbara B. Levin, Ye He and Melony Holyfield Allen. "What do they believe now? A Cross-Sectional Longitudinal Follow-Up Study of Teachers’ Personal Practical Theories (PPTs)" American Educational Research Association 2010 Annual Meeting (2010)
Available at: http://works.bepress.com/melony-allen/12/