Teacher concern development is better characterized as progression and retreat than linear stage movement¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1990 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Only 11 of 39 teachers (28%) showed an impact concern in the final interview, up from 3 (8%) in the first; many teachers progressed and retreated through the stages rather than ending at impact, supporting a progression-and-retreat characterization. → Olsen 1990

Evidence¶

Olsen 1990¶

Olsen, Dwayne G.; Heyse, Kathy L. (1990). Development and Concerns of First-year and Reentry Teachers with and without Mentors. https://eric.ed.gov/?id=ED323188

q2 · i? · associational · r1

Concern-pattern analysis across the three interviews (Table 7), where only two teachers with an "S T I" pattern progressed from lowest to highest through Fuller's stages. The authors cite Cruickshank and Callahan's conclusion that most teachers reach the task stage and few attain impact.

"the data of this study, particularly the patterns of concern, indicate that teacher development for many first-year and reentry teachers may better be characterized as one of progression and retreat"

Discussion¶

Related Claims¶

• Teachers' concerns follow a developmental trend from lower to higher stages during curriculum implementation — the general claim this finding bears on, with the studies behind it
• Discipline concerns declined for all four teacher groups over the school year — a narrower finding that bears on this claim
• First-year teachers with mentors declined in self and task concerns and increased impact concerns over the school year — a narrower finding that bears on this claim
• Teachers without mentors reached the impact level more often than mentored teachers, raising the question that mentoring may inhibit development — related
• Reentry teachers without mentors made the greatest progress through Fuller's stages; reentry teachers with mentors developed very limitedly — related
• First-year teachers without mentors declined in self and impact concerns but task concerns stayed at 50% — related
• Progress in evidence-based solution development is not always linear; evidence determines phase movement — related
• Not all educators develop impact concerns even when colleagues do; concern change cannot be forced by an outside agent — related