The four stages
- Stage 1 Survival (first year): "Can I get through the day?" The gap between expectations and reality causes anxiety. Teachers need on-site encouragement and concrete skills.
- Stage 2 Consolidation (years 2-3): confident about surviving, teachers focus on individual children and problem behaviour. Advice from colleagues and specialists helps.
- Stage 3 Renewal (years 3-4): routine feels stale and teachers seek new ideas through conferences, workshops and visits.
- Stage 4 Maturity (year 5 on): deeper questions about the purpose and philosophy of education, supported by graduate study, seminars and writing.
Implications
Katz (1972) stressed that timing varies and that teacher education should match each stage, which supports mentoring for novices and self-directed study for veterans. The model is often compared with Fuller's stages of teacher concern (self, task, impact).
References
- Katz, L. G. (1972). Developmental stages of preschool teachers. The Elementary School Journal, 73(1), 50-54.
- Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207-226.
- Katz, L. G. (1995). Talks with Teachers of Young Children. Ablex.