EDUP3083i Leadership and Teacher Professional Development

FULLER’S
THEORY OF CONCERN

LECTURER:
TEACHER RUSILAH

PERSENTERS:
CHANTEL, HAILEY, WINNIE
 CONTENTS

01 02 03
Fuller’s Theory Three-stages of Current Stage
of Concern Teacher
Development
 Fuller’s
Theory of
Concern
FULLER’S MODEL OF TEACHER DEVELOPMENT
● Developmental conceptualisation of
teacher’s concerns
● Focus on concerns emphasises person
over role in teaching and priorises in
teacher preparation
● Changes that occur in the teachers'
concerns will be reflected in the
classroom
ADVANTAGES
● Attention to both hopes and fears
together
● Provide a more balanced and expansive
view of their actual experience and
their expectations
● Encourage and challenge conversation
with teachers about their beliefs &
motives
 FULLER’S THEORY OF CONCERN

Three-stage model of teacher development:

1. Concerns about self

2. Concerns about tasks

3. Concerns about students and the impact of teaching

Concerns
About Self
 Concerns About Self
Early teaching years

Own worries about their ability to perform in the school environment

● All about inner self

● Able or unable to carry out the teaching session successfully
● Have doubts on their action while teaching
● Lack of confidence
● Still entitled to lecturers’ comments
Concerns
About
Tasks
 Concerns About Tasks
Early Career Stage

Classroom Curriculum Time

Management Planning Management

Concerns about Concerns about Concerns about time

managing classroom process of planning management to
behavior and lessons & aligning cover the curriculum
discipline effectively them with curriculum & all meet
standards instructional goals
 Concerns About Tasks
Mid-Career Stage

Instructional Assessment & Professional

Strategies Evaluation Development

Concern on refining Concerns about Concerns about their

teaching strategies to student progress & professional growth
enhance student effectively using and stay updated
engagement and assessment data to with best practices
learning outcomes inform instruction
 Concerns About Tasks
Late Career Stage

Innovation &
Leadership Skill Legacy & Impact
Adaptation

Concern with Concerns about Concerns of their

mentoring younger adopting new contributions to the
colleagues & taking teaching method to field (as they are near
on leadership roles keep instruction to their retirement)
relevant & engaging
Concerns about
Students and
the Impact of
Teaching
Concerns About Impact

After effect of teaching skills used

towards students

Concern about student’s gain and their

influence on such gain

Reflect on previous teaching experience

to improve teaching
Concerns About Impact

Frustrated with the limitations of

teaching situation

Concern towards learning progress,

development and achievement

Question whether teaching style suit

pupils’ learning preferences
Current Stage
We’ve encountered all the three stages
Example: Phase 1 practicum

1st-2nd week : Getting to know the new environment, teachers and

pupils, worry about our own survival, stress and
anxiety

3rd-6th week : Figure out on how to manage class effectively

6th-12th week : Concern about the teaching situation, become

concern about methods and materials and start
exploring new ideas and possibilities for the lessons
 Reasons :
No
Self-improvement
 Reasons

Time Constraints Limited Opportunity

● Demanding schedules ● Lack of administrative support

● Lesson planning, meetings, ● No access to workshops/ courses
extracurricular activities ● Lack supportive environment for
● Less time for self improvement innovation and creativity
activities
 Reasons

Attitude Mental Well-being

● Negative attitude - no passion in ● Face stress and burnout

teaching ● High demand of profession
● Reluctant to come out of comfort ● Heavy workload
zone ● Negative emotions from dealing
● Satisfy with current situation with stakeholders
Proactive
Steps
 Steps

Professional Development
Opportunities Self-Reflection

● Actively engage in workshops ● Always reflect on teaching

● Attend seminars practices
● Engage in training programmes ● Regularly evaluate teaching
related to subject matter methods
expertise ● Identify areas of improvement
 Steps

Prioritise Well-being Positive mindset

● Achieve work-life balance ● Acknowledge importance of

● Manage stress and mental health self-improvement
● Focus on self-love (physically ● Step out of comfort zone
and emotionally) ● Don’t be afraid to change
● Don’t be afraid to fail
 References
Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: The role of
personal values and motivations for teaching. Frontiers in Psychology, 10, 1645.
https://doi.org/10.3389/fpsyg.2019.01645

Denti, L. G. (2012). Proactive classroom management, K–8: A practical guide to

empower students and teachers. Corwin Press.

Kwee, C. (2020). The application of career theories in teachers’ professional

development and career decision: A literature review. Universal Journal of
Educational Research, 8(9), 3997-4008.
https://doi.org/10.13189/ujer.2020.080925

Langaro, L. (2010). The Fuller’s Model. Slideshare.

https://www.slideshare.net/leolangaro/the-fullers-model
Thank you