This study re-examines Fuller's widely cited model of teacher
development. Fuller's model of teacher development, based on an analysis
of teachers¿ concerns, posits a three-stage model of teacher
development moving from (1) concerns about self, to (2) concerns about
tasks, to (3) concerns about students and the impact of teaching. The
study examined Intern teacher development during a two-semester
Internship program in teaching by focusing on the patterns of Interns¿
evolving concerns and aspirations. Six Interns were interviewed about
their hopes and fears three times one-to-one and in focus groups over a
6-month period. Our claims both support and extend Fuller's
developmental model. Interns¿ concerns appeared to shift, as Fuller
predicted, from self, to tasks to students¿a journey outward. However,
their concerns and aspirations also shifted from those about personal
capacity to manage their classrooms to concerns about their personal
capacity to grow as a teacher and person, as their understanding of
teaching and all it involves changed¿a journey inward. We argue that the
pattern of Interns¿ concerns and aspirations moves outward, as
suggested by Fuller, but also inward with heightened reflexivity and
attention to development of self-as-teacher during the Internship.
This study re-examines Fuller's widely cited model of teacher
development. Fuller's model of teacher development, based on an analysis
of teachers¿ concerns, posits a three-stage model of teacher
development moving from (1) concerns about self, to (2) concerns about
tasks, to (3) concerns about students and the impact of teaching. The
study examined Intern teacher development during a two-semester
Internship program in teaching by focusing on the patterns of Interns¿
evolving concerns and aspirations. Six Interns were interviewed about
their hopes and fears three times one-to-one and in focus groups over a
6-month period. Our claims both support and extend Fuller's
developmental model. Interns¿ concerns appeared to shift, as Fuller
predicted, from self, to tasks to students¿a journey outward. However,
their concerns and aspirations also shifted from those about personal
capacity to manage their classrooms to concerns about their personal
capacity to grow as a teacher and person, as their understanding of
teaching and all it involves changed¿a journey inward. We argue that the
pattern of Interns¿ concerns and aspirations moves outward, as
suggested by Fuller, but also inward with heightened reflexivity and
attention to development of self-as-teacher during the Internship.