|Abstract or Summary
- 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
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.