Implications for Research of a Life-Span Approach to Teacher Development.

Autor/inn/en	Sutton, Rosemary E.; Peters, Donald L.
Titel	Implications for Research of a Life-Span Approach to Teacher Development.
Quelle	(1983), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Child Caregivers; Competency Based Teacher Education; Developmental Psychology; Early Childhood Education; Faculty Development; Longitudinal Studies; Postsecondary Education; Preschool Teachers; Research Methodology; Teacher Attitudes; Teacher Characteristics + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Entwicklungspsychologie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Post-secondary education; Tertiäre Bildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Research method; Forschungsmethode; Lehrerverhalten
Abstract	This paper examines the life-span approach to developmental psychology as it relates to teacher development research and presents some empirical results demonstrating the potential of the approach for increasing understanding of teacher development. Five assumptions of the life-span orientation as applied to the study of teacher development are discussed. Additionally, a typology of characteristics of life events is specified. Both assumptions and categories of the typology are viewed in relation to their implications for teacher development. Reported next, as an illustration of the value of the life-span approach, is a longitudinal exploratory study of preschool teachers enrolled in the 2-year Child Development Associate inservice education program. In October 1981, May 1982, and March 1983, 55 subjects were administered a battery of measures to assess the teacher-as-person, teacher-as-teacher, and teacher-as-teacher-as-person. Findings revealed differences between first- and second-year trainees; effects of teaching experience; variation across time on teacher-as-person variables; and significant relationships between teacher beliefs and personal characteristics. In conclusion, the design and results of the study are discussed with respect to the contribution that a life-span approach to teacher development may have on the study of inservice education. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC