Perceptions of the Childhood Self and Teacher-Child Relations. Final Report.

Autor/in	Rosen, Jacqueline L.
Institution	Bank Street Coll. of Education, New York, NY. Div. of Research.
Titel	Perceptions of the Childhood Self and Teacher-Child Relations. Final Report.
Quelle	(1975), (112 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Autobiographies; Children; Family Role; Gifted; Graduate Study; Predictive Measurement; Psychological Testing; Slow Learners; Student Teacher Relationship; Teacher Education; Teacher Evaluation; Teacher Qualifications; Test Construction + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Child; Kind; Kinder; Begabter, Hoch Begabter; Aufbaustudium; Graduiertenstudium; Hauptstudium; Psychological test; psychological tests; Psychological examination; Psychologischer Test; Slow learning; Langsames Lernen; Lehrerausbildung; Lehrerbildung; Teacher appraisal; Lehrerbeurteilung; Lehrqualifikation; Testaufbau
Abstract	The goal of this research project was to design a personality test which would help select, guide, and place prospective teachers into situations where they would be happiest and most effective. A Developmental Self and Child Concept Scales (DSCCS) test was developed and administered to 81 women attending a graduate teacher training program. In the fall, the subjects had to answer questions about themselves as a child and themselves at that time. In the spring, they answered questions about their actual teaching experiences. Their advisors rated them on the same questions. Some of the results were as follows: (1) teachers' preference for active, aggressive, outgoing children, or shy, passive, withdrawn children was linked to which way they were as children themselves; (2) teachers who had had more secure, happy childhoods preferred outgoing children; (3) teachers who preferred gifted children viewed themselves as more gifted as children but also as more troubled; (4) teachers judged poor/fair seemed to have had the least resources to draw on in identifying with children or with positive adult role models; (5) "Myself as a Child" impressions were better indicators of teaching ability than "Myself Now;" and (6) individuals' and advisors' assessment of competence were similar. (CD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01