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Exploring the connection between teacher education practice and adult development theory
Berger, Jennifer Garvey Harvard University 2002 해외박사(DDOD)
School reform experts and teacher educators alike point to the necessity of a well-prepared teaching force as a requirement for lasting reform; however, increasing evidence calls into question the power of many preservice teacher education programs (TEPs) to have an impact on the beliefs and practices of new teachers. Findings from a literature review about teacher belief (Berger, 1999) suggested that preservice teachers may not only have different individual styles and backgrounds that affect their ability to successfully learn from their TEP, but also may have different developmentally-related capacities that affect their ability to make use of their TEP. Using data from in-depth, qualitative interviews, this dissertation seeks to examine the way twelve novice teachers understand and believe they have enacted their experience of the Harvard Teacher Education Program (HTEP). It further seeks to examine the differences in teachers' experiences through the constructive-developmental lens of Robert Kegan (1982; 1994), focusing on teachers' developmentally-related capacities for self-complexity (which includes qualitatively different capacities for such things as self-reflection, perspective-taking, and self-authorship). This dissertation addresses two key questions: (1) <italic>What is the relationship between what novice teachers believe they learned from their teacher education program and what they believe are key components of their current teaching practice? </italic> (2) <italic>What relationships, if any, exist between novice teachers' self-complexity and the way they believe they have made use of their teacher education program in their current teaching practice?</italic>. This dissertation first describes the different ways the novice teachers have understood their HTEP experience and then uses Kegan's theory to examine the way these teachers believe they have: (1) Understood their HTEP experience; (2) Enacted that experience; (3) Become members of school contexts. The findings suggest that teachers with different developmentally-related capacities for self-complexity are differently able to withstand the socializing forces of their school contexts, to transfer their learning from their TEP into their classrooms, and to find or create collegial communities. Finally, the dissertation examines implications for creating “psychologically spacious” teacher education programs that both support teachers' current meaning-making systems and also foster developmental growth.