Search results for: Watzke John L.
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Longitudinal Research on Beginning Teacher Development: Complexity as a Challenge to Concerns-based Stage Theory
Stage theory represents an explanation of change in the teacher professional development. A study conducted on 79 beginning teachers over a two year period ranked categories of concerned. Results confirmed findings of two longitudinal studies indicating teachers concern for impact consistently rank higher across time. One academic in orientation and the second consisting of personal and individual concerns for students, emerged as distinct dimensions across time.
Updated: Jun. 12, 2008