This document summarizes Fuller's theory of teacher development, which identifies three stages of teacher concerns: 1) concerns about self, 2) concerns about tasks, and 3) concerns about students and impact of teaching. It provides an overview of each stage and gives an example of encountering all three stages during a practicum. While teachers want to improve, there are challenges like time constraints, lack of opportunities, and mental well-being issues. Proactive steps teachers can take include engaging in professional development, self-reflection, prioritizing well-being, and maintaining a positive mindset.
This document summarizes Fuller's theory of teacher development, which identifies three stages of teacher concerns: 1) concerns about self, 2) concerns about tasks, and 3) concerns about students and impact of teaching. It provides an overview of each stage and gives an example of encountering all three stages during a practicum. While teachers want to improve, there are challenges like time constraints, lack of opportunities, and mental well-being issues. Proactive steps teachers can take include engaging in professional development, self-reflection, prioritizing well-being, and maintaining a positive mindset.
This document summarizes Fuller's theory of teacher development, which identifies three stages of teacher concerns: 1) concerns about self, 2) concerns about tasks, and 3) concerns about students and impact of teaching. It provides an overview of each stage and gives an example of encountering all three stages during a practicum. While teachers want to improve, there are challenges like time constraints, lack of opportunities, and mental well-being issues. Proactive steps teachers can take include engaging in professional development, self-reflection, prioritizing well-being, and maintaining a positive mindset.
This document summarizes Fuller's theory of teacher development, which identifies three stages of teacher concerns: 1) concerns about self, 2) concerns about tasks, and 3) concerns about students and impact of teaching. It provides an overview of each stage and gives an example of encountering all three stages during a practicum. While teachers want to improve, there are challenges like time constraints, lack of opportunities, and mental well-being issues. Proactive steps teachers can take include engaging in professional development, self-reflection, prioritizing well-being, and maintaining a positive mindset.
EDUP3083i Leadership and Teacher Professional Development
FULLER’S THEORY OF CONCERN
LECTURER: TEACHER RUSILAH
PERSENTERS: CHANTEL, HAILEY, WINNIE CONTENTS
01 02 03 Fuller’s Theory Three-stages of Current Stage of Concern Teacher Development Fuller’s Theory of Concern FULLER’S MODEL OF TEACHER DEVELOPMENT ● Developmental conceptualisation of teacher’s concerns ● Focus on concerns emphasises person over role in teaching and priorises in teacher preparation ● Changes that occur in the teachers' concerns will be reflected in the classroom ADVANTAGES ● Attention to both hopes and fears together ● Provide a more balanced and expansive view of their actual experience and their expectations ● Encourage and challenge conversation with teachers about their beliefs & motives FULLER’S THEORY OF CONCERN
Three-stage model of teacher development:
1. Concerns about self
2. Concerns about tasks
3. Concerns about students and the impact of teaching
Concerns About Self Concerns About Self Early teaching years
Own worries about their ability to perform in the school environment
● All about inner self
● Able or unable to carry out the teaching session successfully ● Have doubts on their action while teaching ● Lack of confidence ● Still entitled to lecturers’ comments Concerns About Tasks Concerns About Tasks Early Career Stage
Classroom Curriculum Time
Management Planning Management
Concerns about Concerns about Concerns about time
managing classroom process of planning management to behavior and lessons & aligning cover the curriculum discipline effectively them with curriculum & all meet standards instructional goals Concerns About Tasks Mid-Career Stage
Instructional Assessment & Professional
Strategies Evaluation Development
Concern on refining Concerns about Concerns about their
teaching strategies to student progress & professional growth enhance student effectively using and stay updated engagement and assessment data to with best practices learning outcomes inform instruction Concerns About Tasks Late Career Stage
mentoring younger adopting new contributions to the colleagues & taking teaching method to field (as they are near on leadership roles keep instruction to their retirement) relevant & engaging Concerns about Students and the Impact of Teaching Concerns About Impact
After effect of teaching skills used
towards students
Concern about student’s gain and their
influence on such gain
Reflect on previous teaching experience
to improve teaching Concerns About Impact
Frustrated with the limitations of
teaching situation
Concern towards learning progress,
development and achievement
Question whether teaching style suit
pupils’ learning preferences Current Stage We’ve encountered all the three stages Example: Phase 1 practicum
1st-2nd week : Getting to know the new environment, teachers and
pupils, worry about our own survival, stress and anxiety
3rd-6th week : Figure out on how to manage class effectively
6th-12th week : Concern about the teaching situation, become
concern about methods and materials and start exploring new ideas and possibilities for the lessons Reasons : No Self-improvement Reasons
Time Constraints Limited Opportunity
● Demanding schedules ● Lack of administrative support
● Lesson planning, meetings, ● No access to workshops/ courses extracurricular activities ● Lack supportive environment for ● Less time for self improvement innovation and creativity activities Reasons
Attitude Mental Well-being
● Negative attitude - no passion in ● Face stress and burnout
teaching ● High demand of profession ● Reluctant to come out of comfort ● Heavy workload zone ● Negative emotions from dealing ● Satisfy with current situation with stakeholders Proactive Steps Steps
Professional Development Opportunities Self-Reflection
● Actively engage in workshops ● Always reflect on teaching
● Attend seminars practices ● Engage in training programmes ● Regularly evaluate teaching related to subject matter methods expertise ● Identify areas of improvement Steps
Prioritise Well-being Positive mindset
● Achieve work-life balance ● Acknowledge importance of
● Manage stress and mental health self-improvement ● Focus on self-love (physically ● Step out of comfort zone and emotionally) ● Don’t be afraid to change ● Don’t be afraid to fail References Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in Psychology, 10, 1645. https://doi.org/10.3389/fpsyg.2019.01645
Denti, L. G. (2012). Proactive classroom management, K–8: A practical guide to
empower students and teachers. Corwin Press.
Kwee, C. (2020). The application of career theories in teachers’ professional
development and career decision: A literature review. Universal Journal of Educational Research, 8(9), 3997-4008. https://doi.org/10.13189/ujer.2020.080925
Langaro, L. (2010). The Fuller’s Model. Slideshare.
https://www.slideshare.net/leolangaro/the-fullers-model Thank you
A.T.A.P How to Achieve a Workable Classroom Environment: In a Core Curriculum Classroom (Grades Pre-K Through 8Th and Special Education) (A Book of Strategies and Research)
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