A Longitudinal Study of Cognitive Changes in Beginning Teachers: Two Patterns of Learning to Teach.

Lidstone, Mary-Lynn; Hollingsworth, Sandra

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Peer reviewed

ERIC Number: EJ460420

Record Type: Journal

Publication Date: 1992

Pages: N/A

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ISBN: N/A

ISSN: ISSN-0737-5328

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A Longitudinal Study of Cognitive Changes in Beginning Teachers: Two Patterns of Learning to Teach.

Lidstone, Mary-Lynn; Hollingsworth, Sandra

Teacher Education Quarterly, v19 n4 p39-57 Fall 1992

The article (1) explains the Model of Complexity Reduction that describes shifts in learning to teach, (2) examines two patterns of learning to teach (focused on management and subjects or focused on students), (3) applies the patterns to two cases, and (4) presents implications for teacher development and education. (SM)

Descriptors: Beginning Teacher Induction, Beginning Teachers, Case Studies, Cognitive Style, Elementary Secondary Education, Higher Education, Longitudinal Studies, Models, Preservice Teacher Education, Teaching Styles

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A