Longitudinal research on beginning teacher development: Complexity as a challenge to concerns-based stage theory

By J. Watzke. 2007

126 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/da1b155bddc755c4a71adfcb4f3848d890ae0f8e

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In Education

Citations in the corpus

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).”
Teachers’ Education and Outcomes: Mapping the Research Terrain (2012, background): “…2006); observations to get a sense of teachers’ classroom instruction, teaching style, and classroom dynamics (e.g., van Hover & Yeager, 2004); teacher candidates’ journals to inform case studies of teachers (e.g., Costigan, 2005); and surveys to measure developmental change (e.g., Watzke, 2007).”
Observed Classroom Quality during Teacher Education and Two Years of Professional Practice. (2010, background): “Hypothesis 1: The first hypothesis was based on research suggesting that teacher concerns during the earlier survival stage are related to the self and tasks and that concerns during the later stages relate to impact on students (Watzke, 2007).”
Teacher professional development in Teaching and Teacher Education over ten years (2011, unknown): “judgment and concerns, including those related to school socialisation of beginning teachers, are studied both longitudinally and with mixed methods (Johnson, Reiman, & Richard, 2007; Kelchtermans & Ballet, 2002; Watzke, 2006).”