ERIC Number: ED360280
Record Type: RIE
Publication Date: 1993-Apr
Analysis of Beginning Teacher Concern Data To Restructure Preservice Teacher Education.
Karge, Belinda Dunnick; And Others
Beginning elementary teachers (n=124) randomly selected from a pool of recent graduates and interns at a California State University campus completed the Teacher Concern Survey at the beginning and the end of their first year of teaching. The Teacher Concern Survey identifies three stages of concerns: (1) self--themselves and their own survival; (2) task--actual teaching duties; and (3) impact--related to the individual's abilities to be successful with students and the teaching-learning process. At the beginning of the year, teachers were most interested in self concerns. At the end of the year, the focus had changed to task concerns. Implications of these findings for restructuring teacher preparation and induction programs are outlined. For example, it is recommended that preservice teachers be instructed on procedural policies, recordkeeping, and classroom management at the beginning of their student teaching programs, and that they be expected to apply more complex teaching strategies later as they become more focused and concerned about content. (Contains 16 references.) (JDD)
Descriptors: Beginning Teacher Induction, Beginning Teachers, Developmental Stages, Elementary Education, Elementary School Teachers, Higher Education, Preservice Teacher Education, Professional Development, Psychological Patterns, Teacher Attitudes, Teacher Characteristics, Teacher Improvement, Teacher Response
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 (Atlanta, GA, April 12-16, 1993).