ERIC Number: ED212591
Record Type: Non-Journal
Publication Date: 1981-Dec
Reference Count: N/A
An Investigation of Certain Alleged Student Biases About Teacher Education at Western Kentucky University (Survey Number Three).
Laman, Archie E.; Reeves, Dorothy E.
An opinionnaire was administered to 122 students in the teacher education program at Western Kentucky University as part of a longitudinal study to determine student attitudes toward their professors, courses, and themselves. Eight biases were tested: (1) Education courses tend to be easier than most other college courses; (2) Education courses tend to have little or no relevance to the needs of a teacher; (3) Teacher education students wish they had chosen some other career program; (4) Education professors teach less effectively than other college professors; (5) Education professors appear less knowledgeable than other college professors; (6) Students in the teacher education program are academically inferior to other college students; (7) Most students in teacher education are not planning a career in teaching; and (8) Teacher education students have a low regard for the teaching profession. The data were analyzed by student's program, curriculum, college level, transfer/non-transfer status, and career plans and were compared to the results of surveys taken in 1969 and 1974. Agreement with the biases ranged from a low of 4.1 percent for Bias 5 to a high of 30.3 percent for Bias 1. The attitudes of the 1981 survey population were more positive than those found in the 1969 and 1974 surveys. A copy of the survey instrument is appended. (FG)
Descriptors: Difficulty Level, Education Courses, Education Majors, Educational Attitudes, Higher Education, Longitudinal Studies, Relevance (Education), Self Concept, Self Evaluation (Individuals), Student Attitudes, Teacher Education Curriculum, Teacher Education Programs, Teacher Educator Education, Teacher Stereotypes, Teaching (Occupation)
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: Western Kentucky Univ., Bowling Green.