Student Teacher Educational Attitude Changes in Year-Long Placements Examined from a Cognitive Dissonance Framework. Teacher Education Forum; Volume 4, Number 16.

Autor/inn/en	Mahan, James M.; Lacefield, Warren E.
Institution	Indiana Univ., Bloomington. School of Education.
Titel	Student Teacher Educational Attitude Changes in Year-Long Placements Examined from a Cognitive Dissonance Framework. Teacher Education Forum; Volume 4, Number 16.
Quelle	(1976), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Attitude Measures; Cooperating Teachers; Educational Attitudes; Preservice Teacher Education; Role Models; Student Teacher Supervisors; Student Teachers; Values + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Lehramtsstudiengang; Lehrerausbildung; Identifikationsfigur; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Wertbegriff
Abstract	The purpose of the two studies reported in this paper are (1) to extend knowledge about the effects of longer field experience with multiple role models (supervising teachers) upon student teachers' value orientations toward education and schooling; and (2) to document the effects that the student teaching experiences have upon the educational value orientations of these preservice teachers. Cognitive dissonance theory provides a conceptual model that allows formal discussion of attitude change effects in the student teaching situation. If a perceived disparity exists between the student and the teacher, the student will tend to adjust his value orientation in such a way as to minimize that disparity. The extent of this adaptive shift is expected to be a function of the duration of the situation. Empirical evidence presented in this report validates the predictability and general usefulness of the dissonance model. One study took place during the 1974-75 academic year. Fifty-four student teachers taught daily, on two grade levels under two classroom teachers, and observed in the rooms of other teachers. Methods instruction was provided at the cluster schools. The cluster arrangement and diverse observational and instructional activities permitted the student to become well acquainted with many teachers in the three schools. The value orientations toward education held by the student teachers were determined three times during the program by administering the Educational Preference Scale (EPS). The EPS instrument has been shown to discriminate accurately between groups of persons known to hold different opinions about the nature of education. During the 1973-74 year, a similar study was conducted with the same group of supervising teachers and different student teachers. (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC