Literaturnachweis - Detailanzeige
| Autor/inn/en | Adams, Ronald D.; und weitere |
|---|---|
| Titel | A Developmental Study of Teacher Concerns Across Time. |
| Quelle | (1980), (42 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Adults; Beginning Teachers; Factor Structure; Higher Education; Problems; Self Concept; Student Teachers; Teacher Attitudes; Teacher Influence; Teaching Experience; Teaching Methods |
| Abstract | To test Fuller's self-task-impact theory of teacher concerns, the factor structure of the Teacher Concerns Checklist was replicated with student, beginning and experienced teachers. The levels of concern across the experience categories were compared. Two factors emerged for each concern: (1) self concerns for student and pupil perceptions; (2) task concerns for instruction and discipline; and (3) impact concerns for student learning, and student well-being. The analysis of variance showed significant differences between experience groups for self concern factors: student and beginning teachers were more concerned about pupil perceptions of self and adult perceptions of self. There were no significant differences for the task or impact factors across experience groups. Teachers at all levels were more concerned about academic impact on students than any other factor. The progression of task and impact concerns identified by this study did not support Fuller's theory. (CP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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