Associate Professor
OFFICE LOCATION
107
OFFICE HOURS
By appointment
MAILING ADDRESS
Box 41071
Lubbock, TX 79409-1071
DIRECT PHONE
806-834-4113
DEPARTMENT PHONE
806-742-1958
FAX NUMBER
806-742-2179
EMAIL ADDRESS
Douglas Hamman
Academic Preparation
Dr. Hamman is an Associate Professor of Curriculum Studies and Teacher Education at Texas Tech University. He is a Lubbock native who graduated from the University of Texas at Austin in 1995 with a degree in Educational Psychology. Currently, he is the Director of Teacher Education, and teaches courses in learning theory, instructional design and a new graduate course on curriculum evaluation.
Research Interests
His research interests include teacher identity, pedagogical interaction during student teaching, and new teacher retention. He is also a “digital immigrant” who enjoys learning about new ways of using technology for teaching.
Recent Publications
Coward, F. L., Matteson, S. M. & Hamman, D. (2012 accepted). A case study of teacher identity development in middle-level student teachers. Middle Grades Research Journal.
Hamman, D., Coward, F. L., Johnson, L., Lambert, M. & Indiatsi, J. (2012 in press). Teacher possible selves: How thinking about the future contributes to the formation of professional identity. Self and Identity.
Hamman, D., Gosselin, K., Romano, J., & Bunuan, R. (2010). Using possible selves theory to understand identity development of new teachers. Teaching and Teacher Education, 26, 1349-1361.
Recent Conference Presentations
Ridley, S., Hamman, D., Johnson, P., Salazar, D., Burley, H., & Price, P. (2013, February). TEP structures and strategies for making the link: Capturing evidence of teacher candidates competency and impact on student achievement. Proposal submitted to the annual meeting of the American Association of Colleges for Teacher Education. Chicago, IL.
Hamman, D., Mason, R., Griest, A., & Burke, J. (2012, April). "Obviously, I'm going to teach to the test" : A sociocultural perspective on developing professional identity about assessment. Paper presented at the annual meeting of the Association of Teacher Educators, San Antonio, TX.
Coward, F., Hamman, D., Lambert, M., Johnson, L., Indiatsi, J., & Zhou, L. (2011, April). An integrative model of new teachers’ confirmation and renegotiation of professional identity. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, L.A.
Hamman, D., Coward, F., Johnson, L., Lambert, M., Zhou, L., & Indiatsi, J. (2011, April). How new teachers regulate learning to teach: The role of possible selves. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, L.A.
Hamman, D., & Burley, H. (2010, April). Cooperating teachers influence new teachers’ strategies to achieve hoped-for and avoid feared possible selves. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
Hamman, D., Wang, E., Gosselin, K. (2010, April). Confirmatory factor analysis of the New Teacher Possible Selves Questionnaire. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
Hamman, D., & Burley, H. (2010, February). Scaffolding interaction with cooperating teachers may create resiliency in new teachers. Paper presented at the annual meeting of the Association of Teacher Educators, Chicago, IL.