ERIC Number: ED255520
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Teacher Concerns: Developmental Changes in Preservice Teachers.
Cohen, Margaret W.
This paper demonstrates how issues of lifelong development are cogent at the undergraduate level by discussing the results of a study which explored individual differences among the preservice population. Fuller's developmental model of teachers' concerns combined with theories of life-span development provided the conceptual and operational bases for hypothesizing differences in preparing teachers' orientations to the profession, their career goals, and aspirations. In the study, a group of 20 student teachers classified as returning students or adult learners was compared to a matched group of 18 college-aged student teachers. Results reveal that the two groups had different types of expectations, concerns, anxieties, and commitments to teaching. These differences were apparent in data collected before and after student teaching. They demonstrate how socialization into the teaching profession is not only affected by the academic experiences of the preparing teachers, but also by their nonacademic experiences. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, April, 1983). For related document, see SP 025 992.