Why Models Matter: An Alternate View on Professional Growth in Teaching.

Grossman, Pamela L.

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Peer reviewed

ERIC Number: EJ450928

Record Type: CIJE

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0034-6543

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Why Models Matter: An Alternate View on Professional Growth in Teaching.

Grossman, Pamela L.

Review of Educational Research, v62 n2 p171-79 Sum 1992

D. M. Kagan's (1992) developmental learning-to-teach model reflects her emphasis on mastery of procedural routines and highlights only one sector of the teacher education community. Kagan's claim that research supports a developmental model misrepresents the full body of research on professional growth among preservice teachers. (RLC)

Descriptors: Beginning Teachers, Educational Research, Elementary School Teachers, Higher Education, Literature Reviews, Preservice Teacher Education, Professional Development, Research Problems, Secondary School Teachers, Teacher Improvement

Publication Type: Journal Articles; Information Analyses; Opinion Papers

Education Level: N/A

Audience: N/A

Language: English

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Note: For related document, see TM 516 702.