EFFECT OF VITAMINS C AND E INTAKE ON BLOOD ... - EuroJournals
EFFECT OF VITAMINS C AND E INTAKE ON BLOOD ... - EuroJournals
EFFECT OF VITAMINS C AND E INTAKE ON BLOOD ... - EuroJournals
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European Journal of Social Sciences - Volume 2, Number 1 (2006)<br />
Theoretical framework<br />
The concept of concerns was used by Fuller (1969) to develop a model of preservice teachers’ stages of<br />
development. The original model was later modified by Fuller and Bown (1975) to depict three stages<br />
made up of three clusters of concerns which those learning to teach implicitly undergo in the course of<br />
their professional development. These stages of teacher concerns are: survival concerns, teaching<br />
situation concerns and pupil concerns. Survival concerns are those that deal with one’s adequacy as a<br />
teacher and focus on such things as ability to control a class, acceptability by pupils, meeting<br />
supervisors and regular teachers expectations, etc. Teaching situation concerns include the tasks to be<br />
performed, the materials to be used, time and other situational factors. Pupil concerns focus on the<br />
needs of pupils, their social and emotional well being, individualizing instruction, their cognitive<br />
development and equity among others (Fuller & Bown, 1975:37). According to them, changes in these<br />
concerns by preservice teachers imply changes in their professional development. Some researchers<br />
have refined and confirmed this model in regard to serving teachers and refer to the above-named<br />
categories of concerns as survival or self concerns, task concerns and impact concerns respectively<br />
(Hall & Loucks, 1978; Katz, 1972). Others have based their work on it (See Chan & Leung, 2002;<br />
Kagan, 1992).<br />
It should be noted that the appropriateness of this model for explaining student teachers’ stages<br />
of development as teachers has, however, been called into question in recent times. In a longitudinal<br />
study of novice teachers’ concerns, for instance, Turley and Wood (2002) found that beginning<br />
teachers were less concerned with “self” and more concerned with students than had been reported in<br />
earlier studies. The probable reasons for this, they suggested, were recent changes in teacher<br />
preparation programmes and intergenerational change among beginning teachers.<br />
Methodology<br />
The survey approach was adopted in this study in order to provide a description of things as they are at<br />
a point in time (Denscombe, 1998).<br />
The subjects of this study were 153, students in this programme selected by stratified random<br />
sampling. Eighty three of them were in Part Two (or year two) while 70 were in Part Three (or year<br />
three) of the programme. They were posted to secondary schools in and around Ile-Ife town in October<br />
2002 for the six-week teaching practice exercise.<br />
The instrument used for data collection was an open-ended questionnaire which was<br />
administered to them shortly before they left for the practicum in their different schools. A<br />
questionnaire was considered appropriate for this study as fairly straightforward and relatively brief<br />
information from respondents who were able to read and understand the questions (Denscombe, 1998).<br />
The questionnaire required them to list aspects of teaching practice, matters and problems or<br />
difficulties related to it, which were of concern to them, or which made them feel uneasy about the then<br />
forthcoming teaching practice exercise. The students were also asked to choose and rank any of the<br />
three items listed by them and rank them in their order of importance to them, with the most worrisome<br />
ranked first.<br />
Data analysis<br />
An initial step in qualitative analysis is to read through the documents that are to be analysed (Dey,<br />
1993). The concern statements by the subjects were read a number of times and interpreted<br />
independently by three people – the two investigators and a senior lecturer in the Faculty of Education.<br />
For purposes of classifying the concerned statements two or all must agree on the specific issue or<br />
problem being addressed in each statement of concern by the subjects and the category of concerns –<br />
self, task, or impact on pupils – into which it fits. All expressions of ‘no concern’ or expressions of<br />
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