Abstract
The purpose of this study was to examine the teaching concerns of Turkish student teachers and how these concerns differ among year groups within the teacher education programme. Data were collected from 339 student teachers using the Teacher Concerns Checklist. Analysis of the data, including both descriptive statistics and multivariate analysis of variance (MANOVA), showed that student teachers held more task‐related concerns, but had the fewest self‐survival concerns. In addition, fifth‐year prospective teachers were found to have significantly lower self‐related concerns than did second‐ and third‐year student teachers.
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