First-Year Teacher Eight Years Later: An Inquiry into Teacher Development

by Robert V. Bullough Jr.

Co-authored by Robert Bullough and Kerrie Baughman (the teacher who was the subject of Bullough’s classic 1989 study, First-Year Teacher), "First-Year Teacher" Eight Years Later provides readers with a rare opportunity to chart the development and difficulties that Kerrie faced as she became an experienced teacher. This ten-year collaboration presents both a valuable longitudinal examination of Kerrie’s teaching experience as well as a provocative and unique account of how a teacher and teacher educator learn from one another. Together they explore how to master the daily grind of classroom life while maintaining a measure of clarity about the moral center of the teaching craft. Bullough and Baughman create a compelling narrative of their journey, depicting the struggles and successes of their work together to foster a mutual understanding of "what counts" as beliefs change and experience accrues, of the meaning and significance of "expertise," and of the importance of teacher professionalism. The result is an honest, timely, and rich collaboration that offers valuable knowledge of how teachers develop and the means for encouraging teacher learning. "This book is a treasure. . . . It is filled with insights that both provoke the reader and then linger on, as the reader contemplates the life of a teacher and the aspirations of our nation. Lessons that could improve education are easily derived from these tales and their analyses, if we only choose to learn from this extraordinary journey."
―From the Foreword

Genres: Grad School, Education

224 pages, Paperback

First published June 1, 1997

Reviews

[David · Rating 5 out of 5]

I enjoyed reading this account of a secondary English teacher as she goes through the ups and downs of teaching. While the narrative was intriguing, the analysis by Dr. Bob Bullough was the most worthwhile aspect of this inquiry. He documented Kerrie's life in a manner where research supported and backed the findings of Kerrie's classroom experience. Upon the most notable aspects of this book for me was the discussion of what it means to be an expert teacher, the struggles and triumphs of classroom instruction as it was supported (or not supported) by coworkers and administration, the changing of schools for Kerrie and what Bullough outlines from Huberman as "easy beginnings" that places an emphasis on good students, and positive relationships. I feel that my teaching most resembles this, but the other side of the dichotomy is too real for some teachers, and as a result it's hard.

While the end result of the novel involves Kerrie changing careers as she became overworked, tired, and had a greater opportunity with better pay, I found it interesting that Bullough referred to that as a "small tragedy". I like his thinking that anytime a teacher closes a door to the classroom for the last time, a small tragedy occurs. Kerrie was a great teacher, but like many, her overworked schedule and demands outweighed the benefits and monetary incentive to continue teaching.

I hope that never happens for me.

[Tiffanie · Rating 4 out of 5]

I read a little it of this book this summer, but started it again this weekend for a class. I realize it's kind of an acquired taste, but I thought it was fascinating.

As I read about Kerrie Baughman's development as a teacher I couldn't help but think back over my own experiences as a teacher. I've often reflected on the complexity of teaching, especially teaching well, and that was something that really struck me about this account. There are so many factors that contribute to who we are as teachers, and there are so many ways to help or hinder that development. So so interesting.