Relationships between Pre- and Post-Preparation Development of Attitudes, Anxieties, and Confidence about Teaching and Candidates' Success or Failure in Making the Transition to Teaching.

Autor/inn/en	Marso, Ronald N.; Pigge, Fred L.
Titel	Relationships between Pre- and Post-Preparation Development of Attitudes, Anxieties, and Confidence about Teaching and Candidates' Success or Failure in Making the Transition to Teaching.
Quelle	(1996), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Attitude Change; Beginning Teachers; Elementary Secondary Education; Higher Education; Longitudinal Studies; Preservice Teacher Education; Student Teachers; Surveys; Teacher Attitudes + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Junior teacher; Junglehrer; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Survey; Umfrage; Befragung; Lehrerverhalten
Abstract	A longitudinal sample of 241 teacher candidates was studied to identify possible relationships between the extent of their success in making the transition from student to teacher and development of their confidence, anxiety, and attitudes about teaching during teacher preparation. Statistical analysis of data collected prior to and near the end of teacher preparation and seven years after the commencement of teacher preparation revealed: pre- to post-preparation changes occurred in the candidates' confidence and anxiety about teaching but not in their attitude toward teaching as a career; when classified by the extent of their success in making the transition from student to teacher (full-time teacher, part-time teacher, and not teaching), the candidates differed in attitude but not in confidence and anxiety about teaching; and the teacher candidates' academic ability indices (ACT scores, student teaching performance ratings, and basic academic skills) and personal attributes (gender, when first deciding to teach, locus of control, elementary or secondary major, and Myers-Briggs preference classification) were related to one or more of the set of three affective measures. The findings of the present study indicate that teacher preparation itself has an impact upon teacher candidates' affective characteristics, but that the impact may be difficult to assess as affective change during teacher preparation interacts with the candidates' academic and personal attributes. (Contains 16 references.) (Author/JLS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01