The journey inward and outward: a re-examination of Fuller's concerns-based model of teacher development

By Paul Conway, C. Clark. 2003

337 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ac9d4f882c9c988d7fcbaff3bd5048857641d6db

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In Education

Citations in the corpus

When Theory Meets Practice: What Student Teachers Learn from Guided Reflection on Their Own Classroom Discourse. (2007, background): “…teachers can reflect beyond survival skills, articulate multiple concerns about their practice, and think about them in an integrative manner (Conway & Clark, 2003; Guillaume & Rudney, 1993; Kalekin-Fishman & Eden, 2003), if given the appropriate conditions to do so (Orland-Barak & Yinon,…”
Prospective middle school mathematics teachers’ reflective thinking skills: descriptions of their students’ thinking and interpretations of their teaching (2009, background): “Recent challenges to Fuller’s concerns model of teacher development (e.g., Conway and Clark 2003; Haritos 2004) indicate that teachers’ progression through stages of concerns may be nonlinear; it may be possible for some novice teachers to simultaneously attend to concerns about students while…”
Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education (2007, background): “teachers’ development is a journey outwards during which they are basically concerned about the self (stage one), then move to a concern with the task (stage two) and end up with a concern about students and teaching outcomes (stage three) ( Conway and Clark, 2003 ).”
Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education (2013, background): “…support stage models, such as variation within novice and expert groups (Dall’Alba & Sandberg, 2006), teachers’ diverse backgrounds (Watzke, 2004), and the recurring, cyclical nature of teachers’ issues and concerns (Conway & Clark, 2003; Dall’Alba & Sandberg, 2006; Grossman, 1992; Watzke, 2004).”
Professional development of teacher educators: what do they do? Findings from an explorative international study (2017, methodology): “The selection of the interview questions was informed primarily by the work of Conway and Clark (2003) on concerns and Smith’s (2003) work on professional development activities.”
What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015, result): “This result is also in line with prior research on teacher development, suggesting that the development of pedagogical competence typically proceeds from a teacher-centred approach towards a more learning- and student-centred approach to teaching (cf. Conway & Clark, 2003; Fuller & Brown, 1975).”
Student teachers’ experiences of initial teacher preparation in England: core themes and variation (2008, background): “Capel 2001 ; Conway and Clark 2003 ), with their experiences of mentoring (e.”
Reflection and Self-Efficacy: Enhancing the Retention of Qualified Teachers from a Teacher Education Perspective. (2006, background): “However, few opportunities are available for novice teachers to reflect deeply on their teaching practices thus schools may unintentionally thwart the development of an in-ward sense of self-as-teacher (Conway & Clark, 2003).”
Postmethod Discourse and Practice (2008, methodology): “According to Fuller (1970; see also Conway & Clark, 2003), teachers go through three stages in their professional growth, each stage being characterized by a shift of emphasis as to what the teacher regards as important.”
Developing an Instrument for Teacher Feedback : Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors (2018, background): “Teacher development has been described in terms of cumulative phases in expertise or concerns (e.g., Berliner, 2001; Conway & Clark, 2003; Day, Sammons, Stobart, Kingston, & Gu, 2007; Fuller, 1969; Huberman, 1993).”
Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, background): “There is also evidence that student teachers become more self-focused than student-focused after their first experiences in teaching (Conway & Clark, 2003).”
Key experiences in student teachers’ development (2011, background): “, Conway & Clark, 2003) who, drawing on the work of Fuller (1969) and Veenman (1984), argued that student teachers are most in need of learning technical skills of classroom management if they are to survive the first phases of teaching. In the present study, we have found that these student teacher”