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Secondary students' development as teachers over the course of a PGCE year

Research has suggested that students pass through different concerns or stages in their development as teachers. Although some authors have suggested that concerns or stages are sequential, other research does not support sequential concerns or stages of development. The major purpose of this study was to look at the concerns of students at different times during a one-year Postgraduate Certificate in Education (PGCE) course, particularly to identify any changes in concerns about school experience as they developed as teachers and whether the development of concernswas sequential. A second purpose was to look atwhether the Teacher Concerns Questionnaire (TCQ) is a useful instrument for measuring students' concerns. One cohort of students on a secondary PGCE course in Englandwas administered the TCQ on three occasions during the academic year 1996/97. Results showed that these students were moderately concerned about school experience at the three administrations of the questionnaire. Self and impact concerns were the highest causes of concern and task concerns the lowest causes of concern at all three administrations of the questionnaire. Results also showed that there was a significant difference in the amount of total concern between the first and second and first and third administrations of the questionnaire, but not between the second and third administrations. There were significant differences between scores on nine of the items on the TCQ. However, there were no significant differences between students learning to teach different subjects. The three categories of concern identified for the TCQ: self, task and impact concerns, were only partly supported by the results of this study. The results did not support work which has suggested that the development of concerns is sequential. The results are discussed in relation to the ongoing development of teachers and identifying concerns of individual students.