A Stages of Concern Approach to Teacher Preparation. R&D Report No. 3213.

Autor/in	Hall, Gene E.
Institution	Texas Univ., Austin. Research and Development Center for Teacher Education.
Titel	A Stages of Concern Approach to Teacher Preparation. R&D Report No. 3213.
Quelle	(1985), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Higher Education; Learning Processes; Preservice Teacher Education; Program Development; Research Needs; Student Attitudes; Teacher Education Programs + Suchen Sie Ihr Suchwort? Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Forschungsbedarf; Schülerverhalten
Abstract	This discussion of the concerns-based approach to teacher preparation focuses on the works of Frances Fuller and the development of the concerns adoption model as a basis for effective preservice teacher education. An overview of the framework of Fuller's theory examines the salient points in the progression of concerns from non-concern, through self-concern, to the mature concern of the impact of teaching upon students. It is pointed out that these stages of concern are not necessarily sequential in each individual, and that students enter teacher preparation programs with varying degrees of maturity. Following a summarization of the Fuller perspective on the Concerns Model and a description of some of the implications of the model for teacher education practices, a discussion is presented of processing research issues regarding teacher concerns. It is suggested that, in terms of future research agenda, much more needs to be understood in terms of the dynamics of concerns as they relate to the change process in preservice teacher education programs. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC