Changes in Self-concept Pertaining to Selected Teacher Competencies of Prospective Teachers PDF Download

Author: Robert Einer Shaw
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 194

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Book Description
The study was devoted to identification and determination of magnitude of change of prospective teachers with regard to the prospective teachers' self perceived teaching ability. Teaching ability was defined as a combination of teaching competencies identified by other studies. The general parameters of the study were to establish: 1. The direction, magnitude, and homogeneity of the attitudinal shift of the group identified as student teachers. 2. The direction, magnitude, and homogeneity of the attitudinal shift of the group identified as having had early field experience. 3. The direction, magnitude, and homogeneity of the attitudinal shift of the group who have had both early field experience and student teaching. The study included 131 students at Oregon State University who were prospective teachers and were engaging in various types of field experience including student teaching. The procedure selected was a pre-test post-test design which utilized the semantic differential as set forth by Osgood, Suci and Tannenbaum in The Measurement of Meaning. Teaching competencies which were used as the basis for the concepts on the semantic differential were based on the competency studies of Courtney and Haflin (1969), Gunderson (1971), Lindahl (1971), and Miller (1971). Twelve competencies were used as the basis for establishing the attitude of prospective teachers toward their own ability to perform selected teaching functions. The data are based on a "D" score which takes into considera tion the E, P, A (Evaluative, Potency, Activity) composition of attitude as structured by the semantic differential technique. Findings indicate that change in attitude toward ability is related to field experience and also perhaps to subject matter major. An additional finding indicates that there might be grounds for the development of a profile, or sequential progression, of professional growth for prospective teachers. Six conclusions are drawn, including: Changes in self-concept by student teachers with no previous field experience are singularly outstanding; Several field experiences prior to student teaching result in a smaller change during student teaching than if no field experience occurs before student teaching; There is some indication that change of self-concept of prospective teachers is also correlated with the prospective teacher's subject matter area; Significant and important (desirable and/or undesirable) changes in self-concept occur at all levels of field experience. Six recommendations for further study are also offered.