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Article
Teacher Beliefs in Action: A Cross-Sectional, Longitudinal Follow-Up Study of Teachers' Personal Practical Theories
The Teacher Educator (2013)
  • Barbara B. Levin, University of North Carolina at Greensboro
  • Ye He, University of North Carolina at Greensboro
  • Melony Holyfield Allen, University of North Carolina at Greensboro
Abstract
Based on a cross-sectional, longitudinal follow-up study of graduates from our master's-level elementary education program, in this article we examined changes in espoused beliefs elicited in the form of personal practical theories (PPTs) of three graduates with 2, 4, and 6 years of experience teaching in the same partnership school where they did their student teaching. We compared their original PPTs collected during their teacher education program with their current PPTs elicited in follow-up interviews, and then observed their classroom practices. Case summaries of these teachers are presented, and analysis and implications focus on changes in their PPTs, how their PPTs played out in their classrooms, and perceived barriers and supports to enacting their beliefs.
Keywords
  • Personal Practical Theories,
  • PPTs,
  • Teacher beliefs
Publication Date
2013
DOI
10.1080/08878730.2013.796029
Citation Information
Barbara B. Levin, Ye He and Melony Holyfield Allen. "Teacher Beliefs in Action: A Cross-Sectional, Longitudinal Follow-Up Study of Teachers' Personal Practical Theories" The Teacher Educator Vol. 48 Iss. 3 (2013) p. 201 - 217
Available at: http://works.bepress.com/melony-allen/4/