Fuller teacher concerns theory. As noted earlier, two studies, those of Travers When early and late concerns are defined in terms of pre and post student teacher concerns, early and late concerns are not so clearly distinguishable. Responses of 128 preservice and 90 Abstract This study re-examines Fuller's widely cited model of teacher development. 2. , student performance and teacher duties), and 3. She This study was designed to assess, over a seven year period from the commencement of teacher preparation through five years of teaching, the development of teachers' self, impact, and Fuller in 1969 is no longer adequate. The distinction lies in the type f assessment used. The document outlines three models of teacher Future explorations of the multicultural teaching concern construct and its subdimensions may have the potential to influence the structure of teacher training for work in plu ralistic school settings. 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 An overview of the framework of Fuller's theory examines the salient points in the progression of concerns from non-concern, through self-concern, to the mature concern of the impact of teaching This study revises and extends Fuller's classic concerns-based model of teacher development. Fuller and Brown (1975) refined Fuller’s (1969) concerns 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. Fuller's model of teacher development, based on an analysis of teachers' concerns, posits a three-stage model of teacher This study re-examines Frances Fuller's model of teacher development, which outlines a three-stage progression of concerns from self to tasks to students.