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A FOLLOW‐UP STUDY OF SOME FORMER GRADUATE STUDENT TEACHERS
Author(s) -
COLLINS MILDRED
Publication year - 1959
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1959.tb01498.x
Subject(s) - psychology , mathematics education , student achievement , academic achievement , medical education , pedagogy , medicine
S ummary . A follow‐up study was made of 115 former graduate student teachers of one education department and assessments by heads of schools were compared with teaching grades awarded during training. There was a 75 per cent. correct forecast as to which students were likely to have, or not to have, difficulties and a biserial correlation of +0·566 was obtained between heads' and tutors' assessments. A study of discrepancies in assessments (‘over’ or ‘under’ achievement) was used as a check on conclusions derived from an enquiry concerned with. teaching practice assessments only. ‘Under’ or ‘over’ achievement in schools seemed to indicate the importance of type of school, academic achievement, physical and mental health, family problems and length of professional experience among former students who had shown rather limited practice teaching ability. Case histories demonstrated how difficult it is in individual cases to distinguish the ‘late‐developer’ from the ‘non‐starter.’