The beliefs and attitudes of preservice teachers during the initial teacher preparation course in secondary education : case studies /
with them beliefs and attitudes about the profession of teaching based on previous experiences in schools. These beliefs often impede the impact which teacher educators hope to have on preparing teachers for tomorrow's classrooms. The purpose of this study was to investigate beliefs and attitud...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1998.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=732824721&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | with them beliefs and attitudes about the profession of teaching based on previous experiences in schools. These beliefs often impede the impact which teacher educators hope to have on preparing teachers for tomorrow's classrooms. The purpose of this study was to investigate beliefs and attitudes preset-vice teachers maintain, alter, or discard during their initial course in secondary teacher preparation. A naturalistic and qualitative design was utilized for this study. A purposeful sample of ten participants was chosen, inclusive of genders, ages, enthnicities, college classifications, teaching Gelds, and entering levels of commitment to the profession of teaching. A series of three extended, open-ended interviews were conducted at various points in the Spring 1997 semester. Documents and records, including assignments completed by the participants, journal entries, instructor's syllabus, and course grade records, were additional sources of data. Inductive analyses of data revealed patterns regarding beliefs and attitudes about teaching that shaped how the participants viewed their roles as future teachers. The participants revealed their beginning beliefs and attitudes about teachers and teaching as affective concerns such as caring,compassion, patience and other similar descriptors. Their beliefs about students, teachers, and teaching indicated most of the participants' constructions of the basic elements of teaching related to the interpersonal relationships they believed must be nurtured and sustained between students and teachers. 'The participants identified changes in their personal beliefs and attitudes as a result of exposure to teachers, students, and school culture during the field experience and course work. The field experience and course work afforded opportunities for preset-vice teachers to look beyond personal experiences in schools and view interaction in classrooms with professional tools they acquired. They began to view teaching as a synthesis of specific actions rather than an indefinable enterprise. The beliefs they indicated as maintained throughout the semester centered on global, personal aspects of teaching to which the participants ascribed (age group and subject areas they wanted to teach) and beliefs derived from experiences in their own education which they saw repeated in classrooms they observed (discrimination and poor teaching methods). |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | xii, 268 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references: pages 229-242. |