Investigating the content and sources of teacher candidates' personal practical theories (PPTs)

Journal of Teacher Education

Volumn 59, Issue 1, 2008, Pages 55-68

  Levin, Barbara ^a   He, Ye ^a  

^a UNIVERSITY OF NORTH CAROLINA AT GREENSBORO   (United States)

Author keywords

Personal practical theory; Preservice teachers; Teacher beliefs; Teacher education

Indexed keywords

EID: 38049078790     PISSN: 00224871     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022487107310749     Document Type: Article

References (42)

1. Beijaard, D. (1995). Teachers' prior experiences and actual perceptions of professional identity. Teachers and Teaching: Theory and Practice, 1, 281-294.
2. Beijaard, D., Meijer, P.C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20, 107-128.
3. Beijaard, D., Verloop, N., & Vermunt, J.D. (2000). Teachers' perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749-764.
4. Bullough, R.V., & Knowles, J.G. (1991). Teaching and nurturing: Changing conceptions of self as teacher. Qualitative Studies in Education, 4, 121-140.
5. Chant, R.H. (2002). The impact of personal theorizing on beginning teaching: Experiences of three social studies teachers. Theory and Research in Social Education, 30, 516-540.
6. Chant, R.H., Heafner, T.L., & Bennett, K.R. (2004). Connecting personal theorizing and action research to preserves teacher development. Teacher Education Quarterly, 31 (3). 25-42.
7. Clandinin, D.J. (1986). Classroom practice. London: Falmer.
8. Clark, C.M., & Peterson, P.L. (1986). Teachers' thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3 rd ed., pp. 255-296). New York: Macmillan.
9. Cohen, L., & Manion, L. (1994). Research methods in education (4 th ed.) London: Routledge.
10. Connelly, F.M., & Clandinin, D.J. (1985). Personal practical knowledge and the modes of knowing, In E. Eisner (Ed.), Learning and teaching the ways of knowing (pp. 174-198). Chicago: University of Chicago Press.
11. Cornett, J.W. (1990 a). Utilizing action research in a graduate curriculum course. Theory Into Practice, 29, 185-195.
12. Cornett, J.W. (1990 b). Teacher thinking about curriculum and instruction: A case study of a secondary social studies teacher. Theory and Research in Social Education, 18, 248-273.
13. Cornett, J.W., Yeotis, C., & Terwilliger, L. (1990). Teacher personal practice theories and their influences upon teacher curricular and instructional actions: A case study of a secondary science teacher. Science Education, 74, 517-529.
14. Elbaz, F. (1981). The teacher's "practical knowledge": Report of a case study. Curriculum Inquiry, 11, 43-71.
15. Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. New York: Nichols.
16. Fenstermacher, G.D. (1986). Philosophy of research on teaching: Three aspects. In M. C. Wittrock (Ed.), Handbook of research on teaching (3 rd ed., pp. 37-49). New York: Macmillan.
17. Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of preservice teachers' professional perspectives. Teaching and Teacher Education, 4, 121-137.
18. Handal, G., & Lauvas, P. (1987). Promoting reflective teaching: Supervision in practice. Milton Keynes, UK: Scottish Enterprise / Royal Society and Open University Educational Enterprises.
19. Harry, B., Sturges, K.M., & Klinger, J.K. (2005). Mapping the process: An exemplar of process and challenge in grounded theory analysis. Educational Researcher, 34 (2). 3-13.
20. Kagan, D.M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 60, 129-169.
21. Kennedy, M.M. (2004). Reform ideals and teachers' practical intentions. Educational Policy Analysis Archives, 12 (13). Retrieved December 12, 2004, from http://epaa.asu.edu/epaav12n13/
22. Levin, B.B., & Rock, T.T. (2003). The effects of collaborative action research on preservice and inservice teacher partners in professional development school. Journal of Teacher Education, 54, 135-149.
23. Lortie, D. (1975). Schoolteacher: A sociological perspective. Chicago: University of Chicago Press.
24. Lundeberg, M.A., & Fawver, J.E. (1993, April). Cognitive growth in case analysis. Paper presented at the American Educational Research Association conference, Atlanta, GA.
25. Marland, P. (1988). Teachers' practical theories: Implications for preservice teacher education. Asia-Pacific Journal of Teacher Education & Development, 1, 15-23.
26. Marland, P., & Osborne, B. (1990). Classroom theory, thinking, and action. Teaching and Teacher Education, 6, 93-109.
27. McCutcheon, G. (1992). Facilitating teacher personal theorizing. In E. W. Ross, J. W. Cornett, & G. McCutcheon (Eds.), Teacher personal theorizing: Connecting curriculum, theory, and research (pp. 191-205). Albany: State University of New York (SUNY) Press.
28. Pajares, M.F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Journal of Educational Research, 62 (3). 307-332.
29. Pajares, M.F. (1993). Preservice teachers' beliefs: A focus for teacher education. Action in Teacher Education, 15, 45-54.
30. Pape, S.L. (1992). Personal theorizing of an intern teacher. In E. W. Ross, J. W. Cornett, & G. McCutcheon (Eds.), Teacher personal theorizing: Connecting curriculum practice, theory, and research (pp. 67-81). Albany: SUNY Press.
31. QSR International Pty Ltd. (2003). NUD*IST N6. Doncaster, Australia: Author.
32. Richards, L. (2005). Handling qualitative data: A practical guide. London: Sage.
33. Richards, T.J., & Richards, L. (1991). The NUD*IST qualitative data analysis system. Qualitative Sociology, 14 (4). 307-324.
34. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 102-119). New York: Simon & Schuster / Macmillan.
35. Richardson, V. (2003). Preservice teachers' beliefs. In J. Raths & A. McAninch (Eds.), Teacher beliefs and teacher education. Advances in teacher education (pp. 1-22.). Greenwich, CT: Information Age Publishers.
36. Rock, T.T., & Levin, B.B. (2002). Collaborative action research projects: Enhancing preservice teacher development in professional development schools. Teacher Education Quarterly, 29, 7-21.
37. Ross, E.W. (1992). Teacher personal theorizing and reflective practice in teacher education. In E. W. Ross, J. W. Cornett, & G. McCutcheon (Eds.), Teacher personal theorizing: Connecting curriculum practice, theory, and research (pp. 179-190). Albany: SUNY Press.
38. Ross, E.W., Cornett, J.W., & McCutcheon, G. (1992). Teacher personal theorizing: Connecting curriculum practice, theory, and research. Albany: SUNY Press.
39. Sanders, D., & McCutcheon, G. (1986). The development of practical theories of teaching. Journal of Curriculum and Supervision, 2 (1). 50-67.
40. Schwab, J.J. (1983). The practical 4: Something for curriculum professors to do. Curriculum Inquiry, 13 (3). 239-265.
41. Tatto, M.T., & Coupland, D.B. (2003). Teacher education and teachers' beliefs: Theoretical and measurement concerns. In J. Raths & A. McAninch (Eds.), Teacher beliefs and teacher education. Advances in teacher education (pp. 123-181). Greenwich, CT: Information Age.
42. Zeichner, K., & Liston, D.P. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57, 23-47.