Texas Tech University

Douglas Hamman, Ph.D.

Department Chair
Teacher Education Department

Email: doug.hamman@ttu.edu

Phone: 806-834-4113

Office: Education 107


Douglas Hamman is a Professor of Teacher Education and the current Director of 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.  He enjoys learning new ways about using instructional technology and seeing the success of Tech Teach graduates.  Learning theory, adolescent development, and new teachers’ identity development are among his favorite areas of teaching and writing.

Dr. Douglas Hamman, Ph.D.


  • 1995 Ph.D., Educational Psychology, The University of Texas at Austin, Learning, Cognition and Instruction, Austin, Texas 1995.The influence of reading-strategy training on students' comprehension, metacognition, and self-regulated strategy use:  A real-time analysis.  Dissertation
  • 1987 M. A., Systematic Theology, Pontifical College Josephinum, Columbus, Ohio.

Areas of Expertise

  • Competency-based teacher preparation
  • Program reform
  • Teacher identity and possible selves theory
  • Mentor teacher support of teacher candidates

Selected Publications

Hamman, D., Lechtenberger, D., Griffin-Shirley, N., & Zhou, L. (2013).  Beyond exposure to collaboration:  Preparing general-education teacher candidates for inclusive practice.  The Teacher Educator, 48 (4) 244-256.  DOI:  10.1080/08878730.2013.796030

Hamman, D., Wang, E. W., & Burley, H. (2013).  What I expect and fear next year:  Measuring new teachers’ possible selves.  Journal of Education for Teaching, 39 (2) 222-234.  DOI:10.1080/02607476.2013.765194

Hamman, D., Coward, F., Johnson, L., Lambert, M., Zhou, L., Indiatsi, J. (2013). Teacher possible selves:  How thinking about the future contributes to the formation of professional identity.  Self and Identity, 12 (3) 307-336. DOI:  10.1080.15298868.2012.671955

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.  DOI:  10.1016/j.tate.2010.03.005

Fives, H., Hamman, D., & Olivárez, A. (2007).  Does burnout begin during student teaching?  Analyzing efficacy, burnout, and support during the student teaching semester.  Teaching and Teacher Education, 23, 916-934.

Hamman, D., Button, K., Olivárez, Jr., A., Lesley, M., Chan, Y., Griffith, R., Woods, K. (2006).  Do cooperating teachers influence student teachers’ reading instruction?  Literacy Teaching and Learning:  An International Journal of Early Reading and Writing, 10 (2) 77-94.

Hamman, D., & Hendricks, B. (2005).  The role of generations in identity formation:  Erikson speaks to teachers of adolescents.  The Clearing House:  A Journal of Educational Strategies, Issues, and Ideas, 79 (2) 72-75.