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The Teacher as Decision Maker Program

An Alternative for Career-Change Preservice Teachers

Indiana University

This paper describes research and program development of a graduate teacher education program that provides middle/secondary school certification as well as a master's degree. The program's theoretical framework integrates pedagogical schemata, professional knowledge, the matic teacher education, and teaching perspectives. Autobiographical interviews, concept map ping, reflective journals, videotaped classroom observations, and stimulated recall interviews are used as tools for research and instruction. A theoretical sample of six students is selected from each cohort for in-depth study and follow-up during their first 3 years of novice teaching. Re search on the first two cohorts indicates that students' initial conceptions of teaching were associ ated with teaching behaviors during the first year of novice teaching. Four stages of development in students' pedagogical knowledge schemata were identified as students move through the 12- month program, and a major cognitive restructuring occurred during the practicum school expe rience prior to student teaching. Career-change individuals developed schematic conceptions of teaching that integrated work schemata developed in previous careers with pedagogical sche mata developed in the Teacher as Decision Maker Program.

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