National Library of Australia

Due to the need to contain the spread of coronavirus (COVID-19) the Library building and reading rooms are closed to visitors until further notice.
The health and safety of our community is of great importance to us and we look forward to staying connected with you online.

You must be logged in to Tag Records
The relationship between cognitive developmental level and the concerns of teachers [microform]
Bib ID 3283236
Format MicroformMicroform, BookBook
Author
Nisbet, Richard Ian
 
Description 201 p. 
Summary

Against a backdrop of pressure for change in teacher education (Carnegie Forum, 1986; Holmes Group Report, 1986; United Kingdom White Paper, 1983) Feiman-Nemser and Floden (1986) produced a comprehensive review of research in the area of teacher education. Amongst other issues, they identified three broad areas of teacher development--"A model of changes in teacher concerns, a model based on cognitive-developmental theories, and a style of inservice education emphasizing teachers' own perceptions of their needs." (Feiman-Nemser and Floden, 1986, p.522). Since the first two approaches seemed to possess some common characteristics in that Fuller's (1969) stages of teacher concern were similar to cognitive-developmental stages, it was decided to try to establish whether there was any relationship between cognitive-developmental stage level, and the levels of concern expressed by teachers.

As this study was regarded as an initial exploration of the topic, and as empirical studies in the area had produced confusing results, it was seen as an appropriate project for a qualitative approach to research. Accordingly, two groups of volunteers (12 experienced teachers from a Massachusetts elementary school, and 10 education seniors from the School of Education, University of Massachusetts, Amherst) were administered David Hunt's (1978) Paragraph Completion Method (PCM) and George's (1978) Teacher Concerns Questionnaire (TCQ). On the basis of Conceptual Level scores, four students and four teachers were chosen for follow-up interviews, and the interview data collated and analyzed. The results of this analysis showed that cognitive-developmental level does affect the profiles of concerns of teachers, and it can be inferred from the study that it also affects the patterns of change of teachers' concerns. The results also cast some doubt on the validity of the TCQ instrument.

Notes

(UnM)AAI9110198

Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 4093.

Director: Gerald Weinstein.

Thesis (Ed.D.)--University of Massachusetts Amherst, 1990.

Reproduction Microfiche. Ann Arbor, Mich.: University Microfilms International. 
Subjects Education, Teacher Training.  |  Education, Elementary.
Other authors/contributors University of Massachusetts Amherst

To learn more about copyright and requesting copies watch this short online video Help Video.
close Can I borrow items from the Library?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

close What can I get online?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

close Can I get copies of items from the Library?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

Aboriginal and Torres Strait Islander Flags
Aboriginal, Torres Strait Islander and other First Nations people are advised that this catalogue contains names, recordings and images of deceased people and other content that may be culturally sensitive. Please also be aware that you may see certain words or descriptions in this catalogue which reflect the author’s attitude or that of the period in which the item was created and may now be considered offensive.