The Development of Beginning Teachers' Pedagogical Thinking: A Longitudinal Analysis of Four Case Studies.

The research on certain aspects of teachers' thinking, such as teachers' planning, teachers' interactive thoughts and decisions while teaching, and teach ers' prior beliefs and theories, has been thoroughly reviewed by Clark and Peterson (1986), who concluded that ... the time seems right for a more comprehensive study of the full variety of teachers' thought processes in relationship to teachers' actions... (p. 292). Clark and Peterson also note ■■■■■■■■■■I that the research literature has provided little in the Barbara B. Levin is a way of insights into how teachers' theories and graduate student beliefs develop over time, and therefore call for instructor and Paul longitudinal studies of the development of teachers' Ammon is a professor thought processes as one answer to this need. Few and program director, studies of teachers ' thinking have followed teachers both with the past theirpreservice education and into their inservice Developmental Teacher years beyond the induction year. Furthermore, find Education Program, ings from some short-term follow-up studies (Lortie, Graduate School of 1965; Zeichner& Tabachnik, 1981) suggest that the Education, University of effects of preservice programs may be washed California, Berkeley. out by the reality of school experience as teachers