The evolution of a teacher: a 2-year case study

Abstract

This article describes the results of a 2-year case study that focuses on a teacher, Renee, and her evolution from primarily teacher-centered practice toward more student-centered practice. The findings provide grounded theory about the process of teacher change as well as an in-depth understanding of one teacher's experience. The findings that emerged from the inquiry include a description of constraints to change Renee encounters and the factors that support changes she successfully implements. Connections are made to existing literature. Implications for staff development and teacher education programs are highlighted.