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ERIC Number: ED132138
Record Type: Non-Journal
Publication Date: 1975-Aug
Reference Count: N/A
An Exploratory Study of the Effects of Inservice Value Clarification Training on Openness of Teacher Assessing Behavior.
Redman, George L.
When asked to assess an object or event that allowed for a variety of points of view, inservice teachers after value clarification training (to a greater degree than before such training): (1) showed more openness to the needs and interests of students as individuals and as a group and less identification with authority figures; (2) indirectly showed, by identifying authorities holding similar or different viewpoints, the degree to which they considered their own messages as subjectively held; and (3) directly signaled their acceptance of the right of others to hold different points of view and gave concrete examples of such people. This change in value behavior was evidenced in a study conducted on K-8 inservice teachers in small Roman Catholic private schools in a training program of value clarification methodology, i.e., (1) acquiring knowledge and skills of value clarification, (2) applying skills in workshop and classroom settings, and (3) assessing real and potential successes and failures in their use. Subjects were administered a pretest, value clarification workshop and posttest, and the data received were interpreted to measure change in the degree of openness in assessing behaviors. The chief finding of the study demonstrated that a relationship existed between a period of value clarification training and the participating inservice teachers increased concern for the needs and interests of individual students. (MB)
Descriptors: Behavior Development, Catholic Educators, Classroom Communication, Cognitive Measurement, Egocentrism, Elementary School Teachers, Inservice Teacher Education, Sensitivity Training, Student Teacher Relationship, Teacher Behavior, Teacher Workshops, Values, Values Clarification, Values Education
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A