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ERIC Number: ED128310
Record Type: RIE
Publication Date: 1976-Jun
Pages: 29
Abstractor: N/A
Reference Count: 0
Expressed Philosophical, Value, and/or Attitudinal Orientations Toward Educational Practice of Student Teachers Preparing to Teach Minority and Mainstream Ethnic Groups. Teacher Education Forum; Volume 4, Number 15.
Harty, Harold
This study examined the expressed orientations toward education of (1) preservice teachers who opted to participate in student teaching programs in minority settings; (2) preservice teachers who selected conventional student teaching placements; and (3) inservice supervising teachers from both settings. Four student teaching programs provided the subjects over three semesters (three replications). The participating student teachers were placed in Latino, American Indian, Afro-American, or Regular (white midddle class) settings. The study was designed to control for random variations from semester to semester and to consider whether or not the student teachers who selected a particular student teaching assignment shared orientations that were different from the orientations of those who did not specify placement preferences. The large enrollment in the regular student teaching program facilitated the formulation of a random sample of 39 student teachers to serve as a control group. The Educational Preference Scale was chosen to measure the student and inservice teachers' expressed orientations toward education. An analysis of the data revealed that student teachers tend to become more like their supervising teachers with respect to their expressed orientations toward education. When student teachers were placed in cultural settings where the role expectations were contrary to their expressed orientation, it appeared that the presence of the conflicting role expectations facilitated changes in their functioning roles. (MM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of Educational Personnel Development (DHEW/OE), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. School of Education.
Note: For related documents, see SP 010 368-388