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AbstractFindings of a study that explored the ways in which teachers &apos; understandings about pedagogy evolve are presented in this paper. Previous teacher development research suggests that teachers&apos; understandings evolve in a lawful, linear way. Although the expression of the different levels is clear, the evolution process is not. Methodology involved a &quot;microgenetic &quot; analysis of the weekly journal entries made by a student teacher enrolled in the Developmental Teacher Education Pro6ram at the University of California at Berkeley. Findings suggest that pedagogical thinking develops through conflicts that arise when previous ways of thinking about issues related to learning and teaching are inadequate in new classroom situations. A conclusion is that teacher educators can use journals to implement innovative curricula and engage students in developmentally appropriate activities and discussions. (LMI) Aepluductions supplied oy ratth are tne pest that can be made 2C from the original document.