Student Teacher Placements Based on Educational Beliefs.

Autor/inn/en	Castle, Kathryn; Aichele, Douglas B.
Titel	Student Teacher Placements Based on Educational Beliefs.
Quelle	(1977), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Conflict; Cooperating Teachers; Educational Attitudes; Interaction Process Analysis; Personality Problems; Placement; Preservice Teacher Education; Student Teachers; Student Teaching + Suchen Sie Ihr Suchwort? Konflikt; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Prozessanalyse; Betriebspraktikum; Praktikum; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis
Abstract	This study was an initial step to determine the feasibility of matching student teachers (ST's) with cooperating teachers (CT's) on the basis of similar educational beliefs. This project grew out of the concern of Oklahoma State University student teaching supervisors that the mismatching of ST's with CT's on the basis of dissimilar perceptions regarding educational beliefs and practices often leads to a nonproductive relationship between the ST and CT. During 1976 fall semester, all OSU ST's enrolled for elementary student teaching and their CT's (N=132) were asked to participate. Prior to the commencement of student teaching, 31 CT's and 50 ST's completed and returned inventories assessing educational beliefs. Inventories were: The Study of Beliefs Inventory (PBI and TPI), Beliefs about Teaching and Learning Inventory (BTLI), and the Behavioral Problems Inventory (BPI). At the termination of the student teaching semester, eight university supervisors of the ST's assessed the quantity, severity, and nature of conflicts perceived to have occurred during the ST-CT relationship. It was predicted that ST-CT pairs who experienced conflict, as perceived by the university supervisor, would significantly differ on responses to the measures of educational beliefs. Analysis of comparisons between ST's and CT's in the ten conflict pairs indicated no significant differences on responses to the inventories. Results indicate that the inventories do not discriminate between ST's and CT's in terms of educational beliefs, and the CT's and ST's may be more alike than different in their beliefs about education. Interpretation of the conflict data indicated that personality may play a greater role in producing severe conflict than differences related to educational beliefs. It may be that differences related to educational beliefs are more easily resolved by ST's and CT's while personality conflicts are more difficult to resolve and often require outside intervention. (Authors)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01