The Fuller's Model
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The Fuller's Model

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The Fuller's Model The Fuller's Model Presentation Transcript

  • by Conway & ClarkLeonardo Langaro | PD MAE DIT | 2010
  •  A method to develop and prepare new lecturers. Based on analysis of teachers’ concerns. Proposes stages where teachers should progress to develop themselves through their concerns about:  Themselves  Tasks and situations  Impact on students
  •  The focus on concerns emphasizes person over role in teaching and priorizes in teacher preparation. The focus on concerns promotes a personalistic pedagogy rather than an investigative pedagogy in teaching education. Complex and important questions and problems of practice are postponed in deference to resolving technical and concerns of teacher candidates. The focus on concerns promotes an individualistic, cautious and a conservative approach to teacher education.
  •  Attention to both hopes and fears together provides a more balanced and expansive view of their actual experience and their expectations about learning to teach. Hopes and fears can be the basis for both an encouraging and challenging conversation with teachers candidates about their beliefs and motives about classrooms, schools, students, learning and teaching, and relationships.
  •  The pattern of concerns moves outward, but also inward with intense reflexivity and self-control. Teachers’ candidates develop focused concerns as they move through early field experiences. The initial inward focus among teachers’ candidates is necessary, valuable, and reflects a move toward reflective as the professional self is constructed over time. Models of teachers’ development do not provide direct prescriptions for teacher education programs, however they enrich our understanding of how teachers’ candidates can think and change.
  •  The Conways article about the Fullers concern model give me a feeling that to be a teacher by full is necessary have a deep understanding about myself including personality, hopes and fears, and my strenghts and weakness. I understand that in the process of teaching and learning should have a feeling relationship between the learner and the teacher. Even in a virtual class where you never see or hear your teacher, the motivation and wish to learn are essential feelings to reach the objectives. The focus on concerns will help you to deal with the daily problems in a clearly and consistent manner.
  •  Conway, P., & Clark, C. (2003). The journey inward and outward: a re-examination of Fuller’s concerned-based model of teacher development. Teaching and Teacher Education, (19), 465–482. © 2010 Leonardo Langaro