The document discusses Fuller's model of teacher development, which proposes that teachers progress through stages focused on their concerns about themselves, tasks/situations, and impact on students. It notes that the model emphasizes personal development over professional role and prioritizes resolving technical concerns over complex pedagogical issues. However, it also suggests the model promotes reflection and understanding of oneself as a teacher if both hopes and fears are addressed. Overall, the model provides insight into how teachers develop professionally over time through addressing inward-facing concerns.

1. by Conway & Clark
Leonardo Langaro | PD MAE DIT | 2010

2.  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

3.  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.

4.  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.

5.  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.

6.  The Conway's article about the Fuller's 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.

7.  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