GENERAL CHARACTERISTICS OF THE SCHOOL TEACHER'S ROLE. STUDIES IN THE ROLE OF THE PUBLIC SCHOOL TEACHER, VOLUME 2.

Autor/inn/en	BIDDLE, BRUCE J.; und weitere
Institution	Missouri Univ., Columbia.
Titel	GENERAL CHARACTERISTICS OF THE SCHOOL TEACHER'S ROLE. STUDIES IN THE ROLE OF THE PUBLIC SCHOOL TEACHER, VOLUME 2.
Quelle	(1963), (193 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Role Conflict; Role Theory; Teacher Characteristics; Teacher Recruitment; Teacher Role; Teacher Stereotypes + Suchen Sie Ihr Suchwort? Rollenkonflikt; Rollentheorie; Lehrerrekrutierung; Lehrerrolle
Abstract	A SERIES PURSUES ROLE THEORY, ROLE OF THE PUBLIC SCHOOL TEACHER, AND THE RELATIONSHIPS BETWEEN TEACHER ROLE AND THE PROBLEMS OF TEACHER RECRUITMENT. PRIOR ACQUAINTANCE IS ASSUMED WITH "VOLUME I - ORIENTATION, METHODS AND MATERIALS." THE IMMEDIATE STUDY IS CONCERNED WITH THE STEREOTYPES HELD BY PERSONS IN A METROPOLITAN COMMUNITY AND BY COLLEGE STUDENTS FOR THE ROLE OF THE PUBLIC SCHOOL TEACHER. THE OBJECTS ARE TO DEVELOP ROLE THEORY AS A SOPHISTICATED SYSTEM OF ANALYSIS IN SOCIAL PSYCHOLOGY, TO STATE EMPIRICALLY THE ROLE OF THE PUBLIC SCHOOL TEACHER, AND TO EXPLORE RELATIONSHIPS BETWEEN TEACHER ROLE AND THE PROBLEMS OF TEACHER RECRUITMENT. RESPONDENTS GAVE THEIR REACTIONS TO TEACHERS IN SPECIFIED SETTINGS, IN SOCIAL SITUATIONS IN SCHOOL SETTINGS, AND INDICATED TRAITS AND BEHAVIORS EXPECTED IN TEACHERS. FINDINGS PRESENT MANY TEACHER STEREOTYPES DOMINATED BY CONCERN FOR TEACHER-PUPIL RELATIONSHIPS. IN CONTRAST, BEHAVIORS FOCUS UPON INSTRUCTION. THE TWO GESTALTEN FOCUS UPON CLASSROOM CONTROL. EVIDENCE CONCLUDES THAT RESPONDENTS FEEL TEACHERS ARE MORE LIKELY TO SIN BY OMISSION THAN BY COMMISSION. THERE ARE WELL-ENTRENCHED STEREOTYPES OF THE TEACHER WHICH EDUCATORS SHOULD KNOW AND PLAN FOR. IN TERMS OF RECRUITMENT, CONSERVATIVE NORMS FOR PUBLIC BEHAVIOR BY TEACHERS CONTINUE BUT ARE BECOMING MORE LIBERAL. PECULIARLY, COMMUNITY RESPONDENTS AVOID MENTION OF THE PRIMARY TEACHER TASK-INSTRUCTION. PERHAPS AMERICANS EXPECT TEACHERS TO POSSESS MAXIMUM STANDARDS OF INSTRUCTIONAL ABILITY TO SUCH AN EXTENT THAT THIS CHARACTERISTIC IS ASSUMED. REFERENCES AND AN APPENDIX ARE INCLUDED.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC