Reconsidering Fuller’s concerns-based model of teacher development: comparing regular and academic student teachers’ changing concerns

Abstract

To investigate the validity of Fuller’s concerns-based model of teacher development the (Dutch) quantitative Teacher Concerns Checklist is combined with qualitative methods. First and second year students from three teacher education institutions are used as participants, including students from the academic teacher education institution. Outcomes do not support assumptions and call into question whether the teacher concerns model can adequately reflect the concerns of individual student teachers.