A seven year longitudinal multi-factor assessment of teaching concerns development through preparation and early years of teaching |
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| Institution: | 1. Nantes Université, CHU Nantes, Inserm, Centre de Recherche en Transplantation et Immunologie, UMR 1064, Institut de Transplantation Urologie Néphrologie (ITUN), Nantes, France;2. Service de Néphrologie et Immunologie Clinique, CHU Nantes, Nantes Université, ITUN, Nantes, France;3. Service de Néphrologie, Centre Hospitalier de Béthune, Bethune Cedex, France;1. Huntsman Cancer Institute, University of Utah, 2000 Circle of Hope, Salt Lake City, UT 84112, USA;2. Department of Pediatrics, University of Utah, Salt Lake City, UT, USA;3. ARUP Institute for Clinical and Experimental Pathology, 500 Chipeta Way, Salt Lake City, UT 84108, USA;4. University of Utah Department of Pathology, 15N Medical Dr E, JMRB Rm2100, Salt Lake City, UT 84112, USA;5. Intermountain Healthcare Central Region Department of Pathology, 8th Avenue and C Street, Salt Lake City, UT 84143, USA;6. Intermountain Healthcare BioRepository, 8th Avenue and C Street, Salt Lake City, UT 84143, USA;7. Intermountain Blood and Marrow Transplant/Acute Leukemia Program, LDS Hospital, 8th Avenue and C Street, Salt Lake City, UT 84143, USA;8. University of Michigan Department of Hematology, Ann Arbor, MI, USA;9. University of Michigan Department of Pathology, 1301 Catherine St, Ann Arbor, MI 48109, USA;10. Nationwide Children''s Hospital, Department of Pathology and Laboratory Medicine, 700 Children''s Drive, Room C0839, Columbus, OH 43205, USA;11. Ohio State University College of Medicine, Department of Pathology, Columbus, OH 43210, USA;12. Ohio State University College of Medicine, Department of Pediatrics, Columbus, OH 43210, USA |
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| Abstract: | This study was designed to assess, over a seven year period from the commencement of teacher preparation through five years of teaching, the development of teachers' self, impact, and task concerns as formulated by Fuller for a longitudinal sample of teachers (N = 60) and to determine what, if any, personal and academic attributes of teachers might be associated with these teachers' changes in concerns about teaching as postulated by the Fuller model. Statistically significant developmental changes in the teachers' concerns about teaching were identified with concerns about survival as a teacher (self concerns) decreasing and concerns about the task of teaching increasing, as hypothesized by Fuller; whereas the teachers' impact upon pupil concerns were highest in intensity but relatively stable at all four points in career development. Interactions between career stages and teacher characteristics were identified, however, indicating that the self and impact concerns can not be adequately explained by just points of time in career development as also hypothesized by Fuller. Concerns about teaching were found to be related to grade point averages, gender, and personality type but not with basic academic skills, academic majors, family characteristics, ACT scores, and locus of control orientations. |
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