Concerns of Inservice Physical Education Teachers as Compared with Fuller’s Concern Model

in Journal of Teaching in Physical Education
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  • 1 University of Idaho
  • | 2 University of Arizona
  • | 3 University of Wyoming
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The purpose of this study was to identify and assess the kinds of concerns expressed by experienced physical education teachers and to compare them to Fuller’s postulated developmental theory of teaching concerns. The study also sought to assess the applicability of the Teacher Concerns Questionnaire (TCQ) instrument in a physical education environment. Data were subjected to factor analysis, where it was found that, overall, the experienced teachers did follow Fuller’s three stages of development. Two distinct constellations were identified, as was a third, weaker constellation. This third factor corresponded to Fuller’s task scale and additional study is recommended to identify items more appropriate to an inservice physical education environment. The authors make recommendations for follow-up experiences in an inservice setting.

Request reprints from Ronald E. McBride, Div. of HPERD, University of Idaho, Moscow, ID 83843.

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