Concerns of Preservice and Inservice Teachers

Responses of 128 preservice and 90 experienced teachers to the Teacher Concerns Questionnaire (TCQ) were analyzed in an attempt to further examine the Fuller-George theory of teacher concerns. In general, the results support earlier findings. However, contrary to the concerns theory, impact concerns were found to be highest for both experienced and preservice teachers, and no differences were found between the self and task concerns of the experienced teachers. Suggestions for future research on the concerns theory are made.