BEGINNING TEACHER CURRICULUM DECISION-MAKING, PERSONAL TEACHING METAPHORS, AND TEACHER-EDUCATION

To explore the relationship between curriculum and teacher development two parallel case studies of beginning English teachers were conducted. Comparisons are made between the two teachers' experience and implications drawn for teacher education. It is suggested that increased emphasis on four types of knowledge may have facilitated the teachers' efforts to negotiate satisfying teacher roles: content specific pedagogical knowledge, knowledge of the relationship between curriculum and teacher role: self; and teacher development.