ERIC Number: ED211486
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Cross-Discipline Generalizability of Fuller's Teacher Concerns Model.
McCulloch, J. M.; Thompson, B.
Based upon several studies involving teacher trainees, Fuller (1969) posited that education students progress through a three-stage sequence of concerns during their training. First, they are concerned about themselves, and later they tend to become more concerned about their knowledge of the subject. Finally, they become concerned about their effect on the pupils they teach. This study investigated whether Fuller's concerns model would be applicable to the training experienced by health professionals. Two areas were investigated: (1) the three concerns stages of teachers and their similarity to the concerns experience of physical therapists; and (2) the progress of the physical therapists through the stages of the sequence and the similarity to the sequence proposed by Fuller. Thirty-four physical therapy students and forty-eight practicing physical therapists were the subjects of the study. The instrument used was the Teacher Concerns Checklist, developed by George, Borich, and Fuller (1974), which was modified slightly to measure the concerns of physical therapists. Results indicated that physical therapy students and practitioners experienced the same three concerns stages as outlined by Fuller for teachers. The students and therapists also progressed through the stages in the same sequence that was proposed by Fuller. The results suggest that Fuller's concerns model is valid in professions other than education and has some implications for the training of health professionals. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Stages of Concern Questionnaire; Teacher Concerns Model
Note: Paper presented at the Annual Meeting of the Southwest Educational Research Association (Dallas, TX, 1981).