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ERIC Number: ED260032
Record Type: RIE
Publication Date: 1985-Feb-20
Pages: 51
Abstractor: N/A
Reference Count: 0
Personal Development and Its Relationship to Mastery of Instructional Skills by Students in Elementary, Early Childhood and Special Education Programs.
Hungerman, Ann; Schwertfeger, Jane
The relationship between personal development and mastery of instructional skills in a preservice teacher education program was studied. The sample of 80 students were in elementary, early childhood, and special education programs. Questions posed were: (1) How well do the personal development instruments describe the students? (2) Are there relationships between personal development variables and instructional skill variables? and (3) Which students have extreme ratings of identity and anxiety, and how are these related to their self-ratings on instructional skill variables? The students varied widely on the three personal development variables of identity achievement, state anxiety, and trait anxiety. Personal development variables correlated consistently but moderately with each other, but the only personal development variable to correlate significantly with instructional skill was trait anxiety, and the only instructional skill to appear consistently in this relationship was classroom management. Students with high identity achievement and low anxieties usually began confidently, realized early success, and made great progress. Students with low identity achievement and high anxieties tended to be slow starters, lacking in confidence and the ability to control children, making progress in spurts rather than gradually, and succeeding only toward the end of student teaching. (Author/JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at a Conference of the Association of Teacher Educators (Las Vegas, NV, February 18-21, 1985).