The Identification of Academic, Personal, and Affective Predictors of Student Teaching Performance.

Autor/inn/en	Marso, Ronald N.; Pigge, Fred L.
Titel	The Identification of Academic, Personal, and Affective Predictors of Student Teaching Performance.
Quelle	(1991), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Measures; Elementary Secondary Education; Higher Education; Personality Measures; Personality Traits; Predictive Measurement; Predictor Variables; Preservice Teacher Education; Projective Measures; Rating Scales; Student Teacher Attitudes; Student Teacher Evaluation; Student Teacher Supervisors; Student Teaching; Teacher Effectiveness; Myers Briggs Type Indicator; Rotter Internal External Locus of Control Scale + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Prädiktor; Lehramtsstudiengang; Lehrerausbildung; Projective test; Projektiver Test; Rating-Skala; Teaching practice; Unterrichtspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The purpose of the study described here was to determine the extent to which student teachers' performance, as assessed by their university supervisors, could be predicted from the following sets of measurements: (1) high school and college academic performance indexes; (2) self-reported attitudes, anxieties, and concerns about teaching; and (3) Myers-Briggs Type Indicator and Rotter's locus of control scores. Subjects were teacher education students (N=87) who had completed their student teaching (60 percent were elementary and 40 percent were secondary education majors, and 80 percent were female). University supervisors provided a numerical evaluation of student teaching performance. Results suggest that the most significant predictors of prospective teachers' success are university grade point averages; self-ratings of future success; and Myers-Briggs classification preferences for intuition in contrast to sensing and for feeling rather than thinking. Additionally it appears that prospective teachers who are more anxious about teaching, who feel they have less control over their environment (external locus of control), and have a perceptive rather than judging attitude on the Myers-Briggs inventory are more likely to be rated lower than their fellow prospective teachers by university supervisors. Appendixes include a scale for rating student teaching performance and a report form for Myers-Briggs Type Indicator. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC