NotesFAQContact Us
Search Tips
ERIC Number: ED357020
Record Type: Non-Journal
Publication Date: 1993-Feb
Pages: 12
Abstractor: N/A
Reference Count: N/A
Role Perceptions of Early Childhood Teachers.
Kahlich, Pamela A.; Dorminey, Julia J.
This study considers and reports on role perception beliefs held by early childhood preservice teachers, student teachers, and classroom teachers; identifies important factors in teaching roles; and highlights areas of discrepancy between what teachers believe to be important and "real world" practice. The Teacher Perception Survey was randomly distributed to two groups of students: those with little experience (N=31) who were engaged in coursework at the senior level of their degree programs and students who had completed all course work (N=23) and were engaged in student teaching. It was also distributed to classroom teachers in early childhood education (N=10). Subjects were asked to rank their perceived teaching roles according to "ideal" importance and the importance of those roles in the "real" world, and to identify factors that conflicted with or supported their beliefs. Data were clustered into five classroom role perception categories: affective, cognitive, physical, contextual, and disciplinary. All groups identified affective and cognitive roles as the two most important for early childhood teachers. Differences found between "ideal" and "real" world role perceptions and practices found in classroom situations are also noted. According to preservice teachers, the affective role in the ideal world is more important than in the real world. The cognitive role was identified as the second most important element in both ideal and real worlds. A tabular summary of role perceptions of early childhood teachers is appended. (LL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A