Self-Confrontation Reviewed: A Conceptualization for Video Playback in Teacher Education

Exploring Preservice Music Teachers’ Self-Reflections: A Comparison of Immediate and Video Reflections

“…A common framework that many researchers have used to understand preservice teacher development is Fuller's Concern Theory (1969), which was further developed in 1975 by Fuller and Bown. This theoretical framework outlined three stages of preservice teacher concerns: survival concerns (self), teaching situation concerns (task), and pupil concerns (student impact) (Fuller & Bown, 1975;Fuller & Manning, 1973). Self-concerns surround the teacher's appearance to others, while tasks are directly connected to teacher performance, and student impact relates to student learning and engagement (Fuller & Bown, 1975;Fuller, 1969;Fuller & Manning, 1973).…”

“…This theoretical framework outlined three stages of preservice teacher concerns: survival concerns (self), teaching situation concerns (task), and pupil concerns (student impact) (Fuller & Bown, 1975;Fuller & Manning, 1973). Self-concerns surround the teacher's appearance to others, while tasks are directly connected to teacher performance, and student impact relates to student learning and engagement (Fuller & Bown, 1975;Fuller, 1969;Fuller & Manning, 1973). This framework has been used by a variety of researchers to examine preservice music teacher development (Berg & Miksza, 2010;Killian et al, 2013;Miksza & Berg, 2013;Powell, 2011Powell, , 2016.…”