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ERIC Number: ED015155
Record Type: RIE
Publication Date: 1967
Pages: 12
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
EFFECTS OF TUTORING AND PRACTICE TEACHING ON SELF-CONCEPT AND ATTITUDES IN EDUCATION STUDENTS.
WALBERG, HERBERT J.; AND OTHERS
TO REPLICATE PREVIOUS STUDIES OF SELF-CONCEPT AND TEACHING ATTITUDES IN STUDENT TEACHERS, 2 GROUPS OF WOMEN ELEMENTARY EDUCATION STUDENTS WERE TESTED ON A SEMANTIC DIFFERENTIAL SCALE BEFORE AND AFTER TUTORING AND PRACTICE TEACHING EXPERIENCE. ONE GROUP DID PRACTICE TEACHING IN MIDDLE-TO UPPER-MIDDLE CLASS SUBURBAN SCHOOLS. ALTHOUGH THIS SAMPLE DECLINED IN PROFESSIONAL ASPECTS OF SELF-CONCEPT AND "DEMOCRATIC" TEACHING ATTITUDES, IT ROSE IN PERSONALLY FULFILLING ASPECTS OF SELF-CONCEPT. THESE FINDINGS SUPPORT THE HYPOTHESIS THAT MIDDLE-CLASS STUDENTS TRAINED FOR MIDDLE-CLASS SCHOOLS HAVE DECLINING SELF-CONCEPT BECAUSE OF THE REALITIES OF THE TEACHING SITUATION. HOWEVER, PRACTICE TEACHERS IN AFFLUENT, SUBURBAN SCHOOLS APPEAR TO DERIVE MORE PERSONAL SATISFACTION FROM THEIR TEACHING THAN THOSE IN DISADVANTAGED SCHOOLS USED IN THE AUTHOR'S PREVIOUS STUDIES. THE DECLINE IN PROFESSIONAL SELF-CONCEPT FOUND AMONG ALL GROUPS OF PRACTICE TEACHERS SUPPORTS THE HYPOTHESIS THAT THE CONFLICT BETWEEN THE NEED TO BE CLOSE TO CHILDREN AND THE ROLE DEMAND TO ESTABLISH AUTHORITY AS TEACHER LOWERS PROFESSIONAL ROLE SELF-EVALUATION. HOWEVER, THE TUTOR GROUP IN THE PRESENT STUDY WHO WORKED WITH ONE OR TWO CHILDREN IN SLUM SCHOOLS SHOWED SIGNIFICANT CHANGE. IN THE INTIMACY OF TUTORING, THE STUDENTS BECAME LESS CONTROLLING AND AUTHORITARIAN, AND MORE PUPIL-CENTERED. THIS IS INTERPRETED AS DUE TO THE INTIMACY OF TUTORING AND THE GREATER ATTENTION ONE CAN GIVE TO INDIVIDUALS. (RP)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Harvard Univ., Cambridge, MA. Center for Research and Development in Educational Differences.
Identifiers: MINNESOTA TEACHER ATTITUDE INVENTORY