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A comparison of philosophies of OSU graduates who are experienced teachers of vocational education and undergraduate vocational teacher trainees on an essentialist-progressive scale at OSU

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  • The study measured and compared the philosophies of education of OSU graduates who are experienced teachers of vocational education and undergraduate vocational teacher trainees on an essentialist-progressive scale at OSU. The objectives of this study were to (1) determine if experienced teachers of vocational education and undergraduate vocational teacher trainees indicate significantly different philosophical bases, and to (2) determine if education coursework in the philosophy subject area significantly alters philosophical direction. Design of the Study The sample consisted of forty-one (41) participants enrolled in the sophomore block teacher education program during the winter term of the 1974-75 academic year, and thirty-one (31) graduate students enrolled in the Educational Professional Development Act (EPDA) program of OSU during the 1973-74 and 1974-75 academic years. During the first week of winter term 1974 a pretest was administered to a section of field-based students at OSU. The pretest instrument was the Inventory of Viewpoints on Education (IVE). This instrument consisted of sixty-five (65) pairs of opinions, beliefs, and proposed actions in educational situations. Scores reflected an essentialist (0) philosophy or a progressive (65) philosophy. During the beginning of the academic years 1973-74 and 1974-75, experienced teachers of vocational education enrolled in the OSU EPDA program were also tested using the IVE instrument as the pretest. Upon termination of the program the same instrument was administered as the posttest. Treatment of the data was designed to explore the hypothesis that there were no significant philosophical mean score differences between teaching experienced vocational instructors and undergraduate teacher trainees in vocational and general education. Samples used in the analysis were assumed to represent those groups which were studied at OSU. The statistical analysis chosen to provide data on the hypothesis was the analysis of covariance. The pretest score was considered as the covariant (independent) factor and the posttest score was the dependent variable. Findings of the Study The hypothesis was retained. It was concluded that there were no significant differences between the mean scores of the experimental groups at OSU. Conclusions of the Study 1. Students in graduate and undergraduate education programs have similar educational philosophical opinions. 2 Students in graduate and undergraduate education programs indicate a progressive philosophy when relating to essentialist and progressive indicators. 3 Because undergraduates usually do not have a formal knowledge foundation of the philosophy of education, study in the philosophy area might allow their understanding to expand. 4. Teacher education programs should continue to evaluate and change if they are going to have a contemporary effect on the philosophy of students. 5. The heart of teacher education is the human interaction between the teacher and the student. Suggestions for Further Study 1. Culturally different students compose an important part of the educational system. Therefore, a study should be conducted to investigate the philosophical bases of educators from a multi-cultural setting. 2. The teacher's behavior is intimately involved in what he/she values. A future study should investigate the teacher's value clarification system. 3. The student's behavior is intimately involved in what he/she values. It is recommended that a future study investigate the student's value clarification system. 4. Competencies and accountability have focused upon the cognitive and psychomotor domains. The affective domain should be researched with equal emphasis. 5. It is suggested that a study be conducted to assess comparisons among educators within various institutions of higher education using the IVE instrument. 6. Every study has some limiting parameters such as sample environment or time restraints, and this study was no exception. A similar study could further test the validity of the reported findings.
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