ERIC Number: ED049159
Record Type: Non-Journal
Publication Date: 1971
Reference Count: N/A
Putting Student Teaching in Context.
Brottman, Marvin A.; Soltz, Donald F.
A study attempted to detect any significant relationships between student teachers' perceptions of their roles as teachers, their needs and attitudes, their observed behavior in the classroom setting, and their students' perceptions of the classroom climate. Student teachers (N=39) were administered the Minnesota Teacher Attitude Inventory (MTAI), Edwards Personal Preference Schedule (EPPS), and Teacher Role Description (TRD). My Class Inventory was used as a pre-posttest in four classrooms and posttest in 11 more. Systematic observations using Ryan's Classroom Observation Record (COR) were made on part of the total sample. Summary and conclusions: There was a decrease in satisfaction in classroom climate during the student teaching period. There was no clear relationship between student teachers' perceptions of role, personality, needs, attitudes toward children, and classroom climate measures. Student teachers become more initiating, democratic, and broader in their presentations over time with a significant overall shift in behavior toward the "better" side of the scales. Teacher behavior is significantly related to classroom climate with no clear difference between early or late measures. Climate measures taken together are significantly related to each of Ryans' patterns of teacher behavior. There are significant relationships between certain patterns of teacher behavior and perception of role. Behavior related significantly to some needs and attitudes. (JS)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Chicago Univ., IL.
Identifiers - Assessments and Surveys: Edwards Personal Preference Schedule; Minnesota Teacher Attitude Inventory