Changes In Preservice Teachers' Value Orientations Toward Education During Year-Long, Cluster, Student Teaching Placements.

Autor/inn/en	Mahan, James M.; Lacefield, Warren E.
Titel	Changes In Preservice Teachers' Value Orientations Toward Education During Year-Long, Cluster, Student Teaching Placements.
Quelle	(1976), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Attitude Measures; Cooperating Teachers; Educational Attitudes; Preservice Teacher Education; Student Evaluation of Teacher Performance; Student Teacher Relationship; Student Teachers; Student Teaching; Teacher Influence; Values + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Wertbegriff
Abstract	The two studies reported in this paper extend the knowledge about the effects of longer field experience with multiple role models (supervising teachers) upon student teachers' value orientations toward education and schooling. Previous research indicates that student teachers tend to adopt the values and attitudes toward education modeled for them by their supervising teachers during student teaching experiences. A 1975 study chose 54 student teachers and clustered them into three elementary schools for 36 weeks. The student teachers taught daily on two grade levels and under two different classroom teachers. The value orientation toward education held by the student teachers was determined three times during the program by administering the Educational Preference Scale (EPS). Students' satisfaction with their student teaching experiences and supervisory personnel effectiveness were also measured. The 1974 study is essentially similar to the 1975 study insofar as the treatment of the data is concerned, but in the 1975 study the experiment design was expanded to allow study of the attitude change effect at a semester as well as program level. The two studies conclude that there is little doubt that the supervising teachers' values and attitudes exercise a powerful influence upon the orientations of their student teachers, if a perceived disparity exists between the student and the teacher, the student will tend to adjust his value orientation to minimize that disparity. The extent of this adaptive shift is expected to be a function of the duration of the situation. No correlation was found between the educational orientation of the teachers and the degree to which students perceived them to be effective. Also, students who experienced a positive attitude change and students who were more liberal when they exited the program tended to be more satisfied with their experience. (SK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC