Graduate Thesis Or Dissertation
 

A scale of student teaching concerns for use with early childhood education teacher trainees

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/5t34sp101

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  • Effective teacher training programs have been a concern for many years. While most teacher training programs have been evaluated by follow-up studies valuable information can be gained by assessing the needs and concerns of teacher trainees as they progress through their teacher training experiences. The primary purpose of this study was to develop a Scale of Student Teaching Concerns (SSTC) to assess the concerns of early childhood teachers in training. One-hundred-sixty-seven concerns, generated by 104 teacher trainees, their trainers, and an extensive review of the literature, were classified according to Katz's (1972) paradigm of teacher development. These concerns were randomly organized in a questionnaire and administered to 107 teacher trainees prior to their involvement in their training practicums at seven similar early childhood programs in Montana, Utah, and Oregon. The trainees rated each concern using a 5-point Likert-type scale from extremely important to extremely unimportant. In addition, the teacher competency of trainees was assessed using the Preschool Teacher Competency Rating Scale (PTCRS) approximately three to four weeks into their training practicums. Following teaching concerns weed-out, the remaining concerns were factor analyzed using a principal components solution and varimax rotation. Results revealed the existence of four factors including Survival, Consolidation, Renewal, and Maturity as suggested by Katz (1972). In addition, multivariate analysis of subjects' scores on the four factors revealed the final SSTC to successfully discriminate between beginning (n=53) and advanced (n-54) level teacher trainees, providing some construct validity for the scale. Furthermore, reliability estimates, including two internal consistency estimates (e.g., item-total score correlations and Chronbach alpha) revealed concerns associated with each of the four factors in the final SSTC to be relatively homogeneous. An exploratory study regarding the relationships between teaching concerns and teacher competency revealed no significant relationships between these variables.
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