Topic 4 : Development Stages Of

Teachers
Learning outcomes
1. Explain the stages of development that had to go through by a teacher from
novice to expert status.
2. Describe the changes in the process of learning to teach experienced by teachers
in the early stages of the teaching profession.
3. Gain an overview of the teaching profession is that the movement of the
developmental process that reuires a long period of time.
4.0 Introduction
!ow does one move from the pre"service teachers to a teacher who is mature#
confident and competent in the field of teaching$ %hat happened in that period$
%hat &nowledge and s&ills are needed$
'ou may see yourself in this situation and hope that you will become a respected
teacher and acclaimed student community. (long the teacher training program# you
have the opportunity gradually to experience the real situation of the school through
the )chool *ased Experience +)*E, and then practice practicum in schools.
-ooperation and support provided by the teacher chaperones# teacher mentors#
management and administration of the school during the period of your functions as
a bridge to lin& theory with practice psychological and pedagogical practice. .his
experience has also built confidence to stand in front of the class to implement the
lessons learned for the first time. .hrough a period of time# you become more
efficient in selecting appropriate teaching strategies# teaching and learning decisions
+. / L, are more intelligent and manage classroom routines more efficient. 0n other
words# you will continue to have the development in the ability to modify actions and
ability in the teaching profession.
.he theory of stages of teacher development that are discussed in turn will help you
get a glimpse of the way of life of a teacher and your position as a teacher at this
point.
4.1 Theory of Development Stages of Teacher
1rom the beginning# the teacher educators interested in understanding the process
of creating one of the pre"service teachers to become a professional teacher. 2ost
teacher educators expect this process involves intensive training and teaching
practices that may ta&e a long time.

1igure 3.1 .eachers .eaching in the -lassroom
.here are a variety of writing and discussion about how the teacher through a
change from the pre"service to the level of professional teachers.
%hen compared to various theories that discuss the stages of teacher development#
there are features in common# which is in the early stages of careers# teachers are
more concerned with the ability of himself before evolving into a more proficient level
+-ochran / (ndrew# 14556 1uller # 14746 8at9# 14:26 .rotter # 1457,. ;esearchers
concluded that# in general these stages occur in hierarchical and predictable pattern.
Even so# the characteristics of a concern than the combined number of levels can
also be shown at one time. .he discussion in this chapter will focus on the theory of
the stages of teacher development presented by 1uller +1474, and lrotter +1457,.
4.1.1 Theory of Thoughtfulness (uller! 1"#"$
1uller +1474, is the initial teacher education researcher once put forward the theory
that suggests the functionality of teachers through these stages.
(s a teacher educator# 1uller +1474, is particularly interested in studying the
problems faced by the teacher pre"service and in"service teachers. .hrough
research and personal interaction with teachers# he proposed -oncern .heory that
attempt to explain the perceptions# concerns# problems# grievances and satisfaction
which faced by pre"service teachers when undergo training program during which
they followed.
<-oncern< is defined by 1uller +1474, as <the impression of teacher = something that is
considered to be a problem< or <something that always thin&s the teacher and would
li&e to ma&e something about it<. -oncern theory pioneered by 1uller and has been
strengthened by further researches such as by 1uller and *own +14:>,# / .ombari
*orich +144:,# ;ogan et al. +1442, and ;utherford and !all +144?,.
.here are three levels of concern for teachers starting from early stages of teaching#
where the teacher is concern about the ability of themselves. 0n the second stage#
the values of teachers focused on their tas& and so concern teachers on the third
level impacts associated with their teaching to the students. (vailable pre"service
teachers with the least experience of teaching is concerned to self reliance +survival,#
while the teachers were exposed to the experience of teaching more concerned
about the impact of their actions on the achievement and learning.
+i, @ersonal -are Level = @ersonal )urvival
0n the early stages of teaching experience# preservice teachers is paying attention to
their personal survival# which is their ability to cope successfully teaching. .hey are
more li&ely to <%hat can 0 do$< such ability in classroom management# comments
from teachers or lecturers mentor# whether they li&e students# parents and other
teachers. .eachers at this stage of the tas& facing the with multiple thought. .he
uestion that always play in mind areA
B<Does my students li&e me$<
BC-an 0 teach well when supervised later$<
B<%hat will be said by parents about me$<
Dften the concerns and fears of the capability of self will diminish after the first few
months of teaching. Even so# the time ta&en by a teacher to overcome this situation
is not the same. 2aybe a teacher would reuire more time than other teachers.
)igns that show concern for themselves declining when the teacher started to give
more attention to the ways to handle the necessary tas&s with good teaching.
+ii, -are Level .oward .as&
(t the level of concern for the tas&# teachers pay attention to the ways in which he
can handle the tas& with good teaching. .he focus is on how to implement and
improve teaching and how to master the content of subEects including student
discipline# classroom management# student assessment# planning and preparation#
methods and strategies of teaching and so on. .eachers who reach the stage of
development are starting to have the confidence to tac&le everyday tas&s and can
overcome the problem of discipline in classrooms.
Lesson planning is no longer focused on the regulation of class discipline but
focuses on ways to improve teaching strategies and lesson content master. .he
uestion is often as&ed to themselves includingA
B<Does teaching materials that 0 use is appropriate$<
B<Do 0 have enough time to deliver this content$<
B<%hat is the best way for me to teach this topic$<
.here are teacher education researchers who used different terminology to explain
the <mastery level< +;yan# 1442, and <stage of consolidation and explorationC +*urden#
1457, and <try and error level< +)ac&s / !arrington# 1452,.
+iii, 0mpact Level
(t the impact level# the teacher began to give attention to the impact of teaching on
students learning. !e saw his students as individuals with potential. .eachers are no
longer worried about his ability to control the classroom or on the effectiveness of
instructional delivery. .eacher concerns related to the effect or impact of teaching on
student learning and achievement. 0n addition# the teachers began to see students
as individuals with their own potentials. .eachers are more concerned about the
growth and development of students. -oncerns related to such uestions asA
B<!ow can 0 create a sense of success in my students$<
B<!ow can 0 meet the emotional and social needs of my students$<
B<%hat is the best way to motivate my students$<
)ummary A Development of .eachers< (s Fatural @rocess
1uller .heory +1474,# 1uller / *own +14:>, and *orich / .ombari +144:, tried to
conceptualising the development of pre"service teachers as a natural progression of
the way. 0f you are a teacher or pre"service teachers# thoughts and concerns will
focus on yourself first before you pay close attention to your students. .he concern
you change from a focus on oneself to the tas& of teaching and thus to impact.
Emotional# social and physical support received by a teacher at every stage of
development plays an important role to ensure the survival of themselves and move
on to the next tas& to the level of impact. 0nadeuate &nowledge or lac& of emotional
support when conducting teaching practice can cause failure or delay movement of
the survival of themselves to the next level.
1uller concern .heory +1474, also has other implications. ( teacher on the Eob may
turn to oneself level if all of a sudden he was as&ed to teach a new subEect or teach
at different grade levels# or switch to a new school. .herefore# the concern of
teachers is not only determined by the seuence of development. .eachers concern
were also influenced by contextual factors# the environment in which teachers are.
.ime to shift from one stage to the other for the second time usually ta&es a shorter
period than the first time. 1inally# all three levels of this concern does not necessarily
wor& in isolation. ( teacher may have concerns in one stage at a high intensity and
at the same time at the other concern is at a lower intensity.
4.1.% ive Development of Teachers (Trotter!1"&#$
.rotter +1457, has put forward the theory of the five stages of development for a
person to be an expert in his field of wor&. )tudies have lin&ed five developmental
stages were subseuently expanded by David *erliner +1455,# other teacher
educators +-arter# -ushing# )abers# )tein / *erliner# 1455, to obtain a thorough
understanding of the ways teachers novices and experts wor&ing in situations of . /
L. 1ive stages of development areA
B.he novice level
B.he advanced novice level
B .he efficient level
B .he s&illed level
B .he expert level
Generally# one ta&es the interval between 1? and 1> years to shift from the novice to
become an expert in the field. @re"service teachers in .eaching degree program may
be moved from the novice to the advanced novice and start heading to the efficient
level when they become teachers in school. .rotter +1457, argues that teachers need
many years of experience and shift to the s&illed and only a handful of them will
achieve progress at the expert level.
+i, Fovice Level
.he first stage to achieve mastery in their respective fields is a novice level. .his
stage begins when you are registered as a student teacher education +teacher
education students, in .eaching degree program. (t this stage# the novices learn the
specific facts obEectively and master the basic concepts and principles in action.
Fovice teachers are learning and trying to form a holistic view to understand the
meaning of < being a teacher <. .hey began to acuire some basic s&ills# master the
terminology# terminology related to his profession# and gather initial ideas about
teaching duties.
!owever# understanding the functions of novice teachers with a real sense of the
word is still not complete. Fovice teachers do not have the s&ills that are reuired to
handle teaching in a classroom. Even so# we can summari9e that novice teachers
have been able to form a cognitive map of the general duties of a professional
teacher through courses offered in their .eaching degree program as an introduction
to psychology and child development# educational philosophy and history of
education.
+ii, (dvanced Fovice Level
.he second stage in the development of teachers< mastery is the advanced novice
level. (t this stage# the teacher education students continue to collect and add
factual &nowledge# recogni9e and correct facts not previously understood. 0n
addition# advanced novice also trying to add information related to the process of
learning# to enhance the &nowledge of the terminology# principles and concepts
related to the profession.
(t this stage # the exposure to the actual situation of the school through programs
such as )chool *ased Experience and @racticum in which this extension novice
teachers help teachers gain experience in performing daily tas&s. Experience and
exposure to the realities of school can help further deepen understanding of novice
teachers about the needs and demands of the teaching profession.
(dvanced novice teachers have high spirits to practice whatever you have learned in
theory# but if the reality of the classroom was not as be expected# they may lose
heart and begin to uestion the ability of oneself. .o ensure that novice teachers
continue to grow to the next level# mentoring and clinical observations to support and
help novice teachers develop confidence and s&ills to teach. .eachers experienced
as mentor and a positive attitude can help novice teachers face advanced stage
successfully.
+iii, Efficiently Level
.he third stage is the stage efficiency +competence, in which a teacher to achieve
the s&ills in their respective fields. .he teacher had a certificate or a degree in
teaching to meet the eligibility reuirement. Efficiency +competence, actually is a
minimum for a function as a ualified educator. (t this stage# teachers begin to
recogni9e more and more the principles and concepts out of context and elements
with respect to specific situations. 0n other words# the teacher is able to understand
the principles and concepts of learning in a variety of situations and special
circumstances.
(t the end of this stage# teachers begin to have the ability to solve . / L problems
they face. -ompetent teacher can investigate their own practice through reflection
that may sound# G0 have tried this# but the result is not what 0 want. %hat should 0 do
now$ <
(ctually# this competent stage begins when you accept an offer of appointment as a
teacher. Dften# teachers reuire between two and five years of teaching experience
and at the same time being open to new learning or ready to receive additional
training in service. 0f they leave the teaching profession before the five years of
service# chances are they did not even reach the level of competence.
+iv, )&illed Level
.eachers who reach the proficient level can be said to be in the best in the
profession. Dnly a small percentage of teacher who made it to this stage. )&illed
teachers always be remembered and honored by his former students as teachers
who have influenced their lives in a positive way and can leave a lasting impression.
)&illed teacher can easily identify the &ey elements in a tas&. )&illed teachers have
high cognitive ability to digest and analy9e the learning environment in a creative and
distinctive. !e exhibits a smooth style that enables decisions on intuition. .his is
because# s&illed teachers have enough experience and can help to understand the
situation he faces. Hnderstanding of the tas& has been so deeply ingrained
=internali9ed in itself so s&illed teachers sometimes face problems to explain to other
people<s ideas or actions.
(t this stage# s&illed teachers exhibiting a distinctive teaching styles. Experience +not
training received, is the primary determinant of performance and uality of teaching
one s&illed teachers. )&illed teachers have the ability to guide and mentor novice
teachers. .hey can share ideas# experiences and s&ills through forums# in"service
training courses# seminars# research# intellectual discussion and so on.
+v, Expert Level
(t the expert level# the teacher is the star in its field. .he supervision of expert
teachers use their experience on the s&illed level but holistically. .his means that he
can understand and deal with the many and varied information and still be able to
exhibit a smooth teaching style. )uch case has yet to be shown by the teacher even
at efficient level. (nything done by a specialist teacher always successful than s&illed
teachers sometimes get it wrong. Expert teachers can be regarded as authoritative
spo&esmen or he who in his profession. Dften# ideas and s&ills available in specialist
teachers can affect policies related to the conduct of classroom teaching.
4.% 'ourney from (ovice to )*pert+ Implications To,ard Teachers
.he teaching profession is actually a travel destination even if the destination is no
less important. .ravelling along the Eourney is more meaningful if it is planned and
made preparations at an early stage. Exposure to the topic of teacher development
stages may help you to prepare yourself to go through the <Eourney<.
(s noted by *erliner +1455,# only a handful of teachers successfully completed the
course of his teaching career to the level of expert teachers. .he researchers of
teacher education and staff development training are very &een to identify what are
the features that distinguish the novice teachers and specialist teachers. .he
uestion that trying to be answered is# < -an the identify features that are sure to be
applied at an early stage of process +number of years, from the novice to the expert
simplified +or accelerated,$
<
Lee )hulman +1457# 145:,# a leading researcher in the field of teacher education
poses a conceptual framewor& that is often used to guide teacher educators in
discussions relating to the uality of a competent teacher.
Efficiency of a teacher should consider the seven core &nowledge# namelyA
B8nowledge of the content.
BGeneral pedagogical &nowledge.
B-urriculum &nowledge.
B@edagogical content &nowledge.
B8nowledge of students and student characteristics.
B8nowledge of educational contexts.
B8nowledge of the philosophy# goals and values of education.
8nowledge of the pedagogical content &nowledge is formed as a result of
synthesi9ing and integrating the three pillars of &nowledge# the &nowledge of
content# general pedagogical &nowledge and &nowledge of educational contexts.
(ccording to )hulman and Grossman +1455,# pedagogical content &nowledge is only
possessed by the teacher alone. 1or example# between a science teacher with a
scientist # science teachers structure their science &nowledge from the perspective of
teaching and the way the &nowledge is used to help students understand science
concepts specifically. 2eanwhile# a scientist restructure their science &nowledge for
research and develop new &nowledge in science.
'Pedagogical content knowledge is the category most likely to distinguish the
understanding of the content specialist from that of the pedagogue.'
+)hulman# 145:# hal.3,
@ossession of pedgogical content &nowledge is also clear distinction between novice
teachers with expert teachers. -omparison of teachers< pedagogical content
&nowledge of novice and expert teachersA
Fovice teachers
B8nowledge is a discrete= different content.
B@edagogical action is limited# leading to methods of imparting &nowledge and
teaching performance.
Expert teachers
B 0n"depth &nowledge of the content and may associate with different contexts in an
integrated manner.
B (ction is broader pedagogy# interactive and diverse.
B.each to consider the way students learn# how students construct concepts in
cognitive structure representation. 1ocus on existing &nowledge# student thin&ing
can modify the curriculum planning mentally to suit the needs of the context.
)ome things need to be emphasi9ed when you are in the process of transitioning to
the novice to the more advanced levels can be achieved smoothly and efficiently.
(mong it areA
B )upport and guidance received during the program teaching +lecturer# tutor and
mentor teachers, in a comprehensive and intensive will facilitate the achievement of
mastery level of competence.
B Exercise or activity should lead to the development of specific &nowledge domain
+content# pedagogical content &nowledge and general pedagogical, in order to
improve the s&ills of observation and representation ma&e the process of learning in
the classroom practices.
B .he courses offered in teacher training program balances theory and practice as
practical to allow direct experience and active learning or hands"on.
B .o appreciate the classroom management# a novice hands on experience that is
planned +for example# case study analysis# scenario classroom,# vicarious
experience +example# observing a mentor teacher to a class,# simulation experience
+example# role play= micro and macro, where the discussion can focus on the
problem of discipline or academic issues specifically. .hrough such activities# the
novice will begin to acuire a new understanding# as )hulman +2???, argues#
personally &nowing something is different from that of any other person should &now
and execute. Fovice teachers need to continuously loo& for opportunities to increase
their s&ills to the expert teacher professionalism.
4.- Summary
.eacher development theory discussed above is based on practical &nowledge#
theoretical and empirical. )tages of teacher development presented by 1uller +1474,
and .rotter +1457,# derived from actual experiences# research findings and thoughts
about developmental psychology. ( new teacher who are provided with research
"based &nowledge to help ma&e wise decisions while facing the challenges of
teaching professionals.
'oin activitiy
!ave you ever seen a conducive classroom that ma&es you excited to be in
it$ )hare your experience.
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