ERIC Number: ED240107
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Teachers for Tomorrow.
Hukill, Hobart; Hughes, G. Robert, Jr.
Much concern has been voiced about the quality of teachers newly entering the profession, the teachers of tomorrow. This concern has focused either on teachers' low aptitude and achievement scores or on their low grade point averages. However, numerous other personal and professional characteristics have been shown to be important to successful teaching, including empathy, flexibility, self-esteem, locus of control, conceptual level, educational preference, and teacher concerns. A study was undertaken to provide a comprehensive description of teachers for tomorrow, the student teachers of today. Subjects for this study were 93 student teachers and 88 cooperating teachers. Nine instruments and a background survey were administered to student teachers and cooperating teachers to measure the aforementioned qualities for successful teaching. Most of the instruments were administered at the beginning, middle, and end of the student teaching experience. Study results showed few substantive differences between today's teachers and tomorrow's teachers. Tomorrow's teachers remain predominantly Anglo and female. They come from predominantly middle class backgrounds, though substantial numbers of them attended ethnically mixed secondary schools, somewhat more than today's teachers. Differences that do exist are in the area of workplace concerns, as well as in the expected lower standardized intelligence scores. (JMK)
Descriptors: Academic Achievement, Cooperating Teachers, Evaluation Criteria, Evaluation Methods, Futures (of Society), Preservice Teacher Education, Standardized Tests, Student Teacher Attitudes, Student Teachers, Student Teaching, Teacher Characteristics, Teacher Education, Teacher Effectiveness, Teacher Evaluation, Teacher Qualifications
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-15, 1983).