Using the Stages of Concern Questionnaire to Ensure Professional Development with Teachers and Teacher Candidates

Abstract

Classroom instruction is highly influenced by the quality of the professional development that teachers and teacher candidates receive. Instructional interventions at the classroom level must be research-based, and working with teachers and teacher candidates to implement interventions effectively is a daunting task. One way to help ensure professional development is effective involves gauging teachers' and teacher candidates' concerns, using the Stages of Concern Questionnaire (SOCQ) from the Concerns Based Adoption Model (CBAM). In the current study, teacher candidates received professional development at the pre-service level, and teachers received the same professional development at the in-service level. Both groups were taught specific interventions designed to target middle and secondary students using the Strategic Instruction Model Content Enhancement Routines. The SOCQ was administered prior to and following a professional development series that spanned several months. An analysis of results indicated that professional development is effective in reducing concern in both teachers and teacher candidates. Teachers and teacher candidates overall shared similar concerns on some areas yet were different in their levels of concern in other areas. The researchers suggest possible interpretations for the similarities and differences in results and offer areas for future study.

Learning through radio and television during COVID-19: perspectives of K-12 stakeholders

“…The earlier studies, however, focus mainly on the teacher's concerns as per their experiences after exposure to and involvement in an innovation [17,[22][23]. [24], gauge teachers' and teacher candidates' concerns using the Stages of Concern Questionnaire. A recent study recognizes the perceptions of faculty members utilizing SoC to gather the opinion of faculty members about adopting online teaching [17,25].…”