ERIC Number: ED120132
Record Type: Non-Journal
Publication Date: 1974-Aug
Reference Count: N/A
An Evaluation of the Personalized Model of Teacher Training. Final Report.
Borich, Gary D.; And Others
This study examined the effects of the traditional and personalized approaches to teacher training as they affect teaching behavior and pupil evaluations of teaching. It also identified interactions between training approaches and the personality and attitudes of the prospective teacher. Seventy-seven teacher trainees at the University of Texas were selected to participate in the study. Thirty-nine of these students voluntarily participated in a personalized teacher education (PTE) program, while the remaining 38 students voluntarily participated in a traditional program. Both programs included university work, classroom observation, and practice teaching. The PTE program also consisted of (1) repeated counseling sessions, (2) the differential assignment of instructional tasks and activities based on the specific attitudinal and personality characteristics of the prospective teacher, (3) self-observation of teaching behavior through videotaping, and (4) affective feedback and assignment of tasks and activities related to the self-observation. Personality and attitude scales were administered to students in both programs on entry into training. Teaching effectiveness variables were measured at the end of the practice teaching semester. The program differences for observed teaching behavior and for the student teachers' perception of their training program indicated that the PTE program was producing behavior change in the desired direction. (RC)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.