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Journal of Education for Teaching
International research and pedagogy
Volume 26, 2000 - Issue 3
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Original Articles

Beyond Concerns with Self: The sophisticated thinking of beginning student teachers

Katharine Burn
,
Hazel Hagger
,
Trevor Mutton
&
Tim Everton
Pages 259-278 | Published online: 03 Aug 2010

Citations (37)

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Troy Heffernan, Claire Manton, Terri Seddon, Alexander Kostogriz & Joanna Barbousas. (2021) Examining the formation and evolution of university and school partnerships across four case studies. Journal of Education for Teaching 47:5, pages 682-694.
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Zhengdong Gan. (2018) Success and failure in first-year teaching: Mainland Chinese ESL teachers in Hong Kong schools. Cogent Education 5:1.
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Kelly A. Welsh & Connie Schaffer. (2017) Developing the Effective Teaching Skills of Teacher Candidates During Early Field Experiences. The Educational Forum 81:3, pages 301-321.
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Mavis Haigh, Ruth Kane & Susan Sandretto. (2012) The positioning of students in newly qualified secondary teachers’ images of their ‘best teaching’. Journal of Education for Teaching 38:3, pages 245-259.
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Trevor Mutton, Katharine Burn & Hazel Hagger. (2010) Making sense of learning to teach: learners in context. Research Papers in Education 25:1, pages 73-91.
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Özge Hacifazlioǧlu, Nesrin Özdemir & Hüseyin Uzunboylu. (2010) Student Teachers' Reflections of a Community Service Learning Experience. Journal of Psychology in Africa 20:3, pages 453-459.
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Bronwen Maxwell. (2009) Becoming a teacher: conceptual and practice development in the learning and skills sector. Research in Post-Compulsory Education 14:4, pages 459-478.
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Pernilla Nilsson. (2009) From lesson plan to new comprehension: exploring student teachers’ pedagogical reasoning in learning about teaching. European Journal of Teacher Education 32:3, pages 239-258.
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AndrewJ. Hobson, Angi Malderez, Louise Tracey, Marina Giannakaki, Godfrey Pell & PeterD. Tomlinson. (2008) Student teachers’ experiences of initial teacher preparation in England: core themes and variation. Research Papers in Education 23:4, pages 407-433.
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Hazel Hagger, Katharine Burn, Trevor Mutton & Sue Brindley. (2008) Practice makes perfect? Learning to learn as a teacher. Oxford Review of Education 34:2, pages 159-178.
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Konstantina Dogani. (2008) Using reflection as a tool for training generalist teachers to teach music. Music Education Research 10:1, pages 125-139.
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Ann Barnes. (2008) Future‐wishing, magical fantasies, yet being ‘real’: Snapshots of student teachers' perceptions during their initial training. Teacher Development 12:1, pages 3-13.
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Alexis Taylor. (2008) Developing understanding about learning to teach in a university–schools partnership in England. British Educational Research Journal 34:1, pages 63-90.
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Mike Younger. (2007) The gender agenda in secondary ITET in England: forgotten, misconceived or what?. Gender and Education 19:3, pages 387-414.
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Ann Childs & Jane McNicholl. (2007) Science teachers teaching outside of subject specialism: challenges, strategies adopted and implications for initial teacher education. Teacher Development 11:1, pages 1-20.
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Richard Harris & Terry Haydn. (2006) Pupils' enjoyment of history: what lessons can teachers learn from their pupils?. The Curriculum Journal 17:4, pages 315-333.
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Ann Barnes. (2006) Confidence levels and concerns of beginning teachers of modern foreign languages. The Language Learning Journal 34:1, pages 37-46.
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Margaret Martin. (2005) Reflection in teacher education: how can it be supported?. Educational Action Research 13:4, pages 525-542.
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Robyn Torok. (2005) Propositional vs. Practical Knowledge: Exploring the Metaphors and Images of Pre-service Teachers. International Journal of Pedagogies and Learning 1:3, pages 11-29.
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Ronald G. Sultana. (2005) The Initial Education of High School Teachers: A critical review of major issues and trends. Studying Teacher Education 1:2, pages 225-243.
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Jim McNally, John I'anson, Claire Whewell & Gary Wilson. (2005) ‘They think that swearing is okay’: first lessons in behaviour management. Journal of Education for Teaching 31:3, pages 169-185.
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Susana Caires & Leandro S. Almeida. (2005) Teaching practice in Initial Teacher Education: its impact on student teachers' professional skills and development. Journal of Education for Teaching 31:2, pages 111-120.
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Mike Younger , Sue Brindley, David Pedder & Hazel Hagger. (2004) Starting points: student teachers' reasons for becoming teachers and their preconceptions of what this will mean. European Journal of Teacher Education 27:3, pages 245-264.
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Michael Hammond. (2001) ‘One up’: a case study exploring new information and communications technology teachers' satisfaction and development in their first year of teaching. Teacher Development 5:3, pages 339-356.
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Articles from other publishers (13)

Selim PINAR, Mehmet BARDAKÇI & Fadime YALÇIN ARSLAN. (2021) Factors influencing teachers’ professional learning: A study of Turkish EFL teachers. Dil ve Dilbilimi Çalışmaları Dergisi 17:1, pages 173-192.
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Daniela Rupp & Eva Susann Becker. (2021) Situational fluctuations in student teachers’ self-efficacy and its relation to perceived teaching experiences and cooperating teachers’ discourse elements during the teaching practicum. Teaching and Teacher Education 99, pages 103252.
Crossref
Lawrence Jun Zhang & Donglan Zhang. (2020) Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English. Asian-Pacific Journal of Second and Foreign Language Education 5:1.
Crossref
Sean R. Powell. (2015) The Influence of Video Reflection on Preservice Music Teachers’ Concerns in Peer- and Field-Teaching Settings. Journal of Research in Music Education 63:4, pages 487-507.
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John Loughran. (2014) Professionally Developing as a Teacher Educator. Journal of Teacher Education 65:4, pages 271-283.
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Peter Miksza & Margaret H. Berg. (2013) A Longitudinal Study of Preservice Music Teacher Development. Journal of Research in Music Education 61:1, pages 44-62.
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Hazel Hagger & Lars-Erik Malmberg. (2011) Pre-service teachers’ goals and future-time extension, concerns, and well-being. Teaching and Teacher Education 27:3, pages 598-608.
Crossref
Jo Towers. (2009) Learning to teach mathematics through inquiry: a focus on the relationship between describing and enacting inquiry-oriented teaching. Journal of Mathematics Teacher Education 13:3, pages 243-263.
Crossref
Shwu-yong L. Huang & Hersh C. Waxman. (2009) The association of school environment to student teachers' satisfaction and teaching commitment. Teaching and Teacher Education 25:2, pages 235-243.
Crossref
John L. Watzke. (2007) Longitudinal research on beginning teacher development: Complexity as a challenge to concerns-based stage theory. Teaching and Teacher Education 23:1, pages 106-122.
Crossref
Clive Beck, Anne Freese & Clare Kosnik. 2004. International Handbook of Self-Study of Teaching and Teacher Education Practices. International Handbook of Self-Study of Teaching and Teacher Education Practices 1259 1293 .
Paul F. Conway & Christopher M. Clark. (2003) The journey inward and outward: a re-examination of Fuller's concerns-based model of teacher development. Teaching and Teacher Education 19:5, pages 465-482.
Crossref
Barbara Jaworski & Uwe Gellert. 2003. Second International Handbook of Mathematics Education. Second International Handbook of Mathematics Education 829 875 .

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