Date of Award
4-1997
Degree Name
Doctor of Education
Department
Educational Leadership
First Advisor
Dr. Uldis Smidchens
Second Advisor
Dr. Charles Warfield
Third Advisor
Dr. Robert Poel
Abstract
The notion that student teachers progress through identifiable stages of concern in their professional development originated in the 1960s. The late Frances Fuller (1969) identified three stages of student teachers' concerns: (1) self concern, (2) task concern, and (3) impact concern. Using the Fuller concerns model, the relationship between cooperating teachers' and student teachers' concerns was examined in 31 cooperating teacher/student teacher dyads during the fall of 1995. Cooperating teachers were categorized as either self-concerned or task concerned based on their responses to a concerns questionnaire derived from the Fuller (1974) Teachers Concerns Check List (TCCL). The student teachers of each corresponding category completed a TCCL at the beginning, middle, and end of the student teaching semester. The change in student teachers' concerns as the semester progressed was compared between the two categories to determine whether the student teachers supervised by task-concerned cooperating teachers had a greater change in concerns than the student teachers supervised by selfconcerned cooperating teachers. No differences were found between the two groups.
Access Setting
Dissertation-Open Access
Recommended Citation
Gerbens, Dan A., "The Relationship Between Cooperating Teachers' and Student Teachers' Concerns" (1997). Dissertations. 1636.
https://scholarworks.wmich.edu/dissertations/1636