The journey inward and outward: a re-examination of Fuller's concerns-based model of teacher development
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
PSTs' possible selves can be either task-focused, reflecting instruction or classroom management, or quality-focused, reflecting the quality of the self as a teacher.
“PSTs' possible selves can also be either task-focused, reflecting instruction or classroom management, or quality-focused, reflecting the quality of the self as a teacher (Conway and Clark 2003)”
From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Conway and Clark 2003
Cites
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645 · see citing works
Markus, H., & Nurius, P. (1986) · American Psychologist · doi:10.1037/0003-066x.41.9.954 · Cited by 5,806 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education
Lucas, T., & Villegas, A. M. (2013) · Theory Into Practice · doi:10.1080/00405841.2013.770327 · Cited by 583 · see citing works
Voss, T., & Kunter, M. (2020) · Journal of Teacher Education · doi:10.1177/0022487119839700 · Cited by 201 · see citing works
The change in pre-service primary teachers’ possible selves in relation to science teaching
Pellikka, A., Lutovac, S., & Kaasila, R. (2022) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1803270 · Cited by 14 · see citing works
- Authors
- Conway, P. F., & Clark, C. M.
- Affiliations
- National University of Ireland (IE)
- University of Delaware (US)
- Corresponding author
- Conway, Paul F.
- ORCID
- Conway, Paul F.
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2003-07
- Volume
- 19
- Issue
- 5
- Pages
- 465-482
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W1989473884
- Cited by
- 332
- References
- 2
- Citations by year
- 2026: 8 · 2025: 7 · 2024: 7 · 2023: 11 · 2022: 11 · 2021: 13 · 2020: 33 · 2019: 20 · 2018: 18 · 2017: 20 · 2016: 32 · 2015: 24 · 2014: 15 · 2013: 21 · 2012: 10
- FWCI
- 42.84
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teaching and Teacher Education (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Education › Teacher Education and Assessments
- Keywords
- teacher professional development, teacher interns, teacher concerns, teacher aspirations, reflexivity, classroom management, teacher identity
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
