ERIC Number: ED209416
Record Type: Non-Journal
Publication Date: 1981
Reference Count: N/A
Relationship Between Preservice Teachers Attitudes and Classroom Discipline: A Program Model and Case Presentation.
Curtis, Willie M. J.; Bennett, Clifford T.
The purpose of this article is to examine preservice teacher beliefs about disciplinary situations in the classroom. The issues affecting the relationship between preservice teachers and classroom discipline are addressed through the following methods: (1) solicitation of major disciplinary problems encountered during the student teaching experience; (2) investigation of existing attitudes and beliefs about pupil-teacher relationships; (3) clarification of the relationship between these attitudes and maintenance of disciplinary problems; (4) application of cognitive restructuring procedures to existing irrational beliefs; (5) role playing of specific disciplinary situations; and (6) clarification of techniques designed to facilitate behavioral change and generalization to the classroom. An analysis of the responses to the Minnesota Teacher Attitude Inventory showed that 93 percent of the longitudinal scores were low with regard to harmonious relationships between preservice teachers and students. The results suggest that preservice teachers lacked security about their ability to teach and did not have enough time to learn and apply effective teaching skills. In addition, the preservice teachers lacked general work experience as well as teaching experience in multicultural environments and their role expectations and ethics about teaching were not well defined. (Author/JCD)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Minnesota Teacher Attitude Inventory