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ASSESSING THE DEVELOPMENT OF STUDENT TEACHERS' ROLE CONCEPTIONS
Author(s) -
ADAMSWEBBER J.,
MTRC ERICKA
Publication year - 1976
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.2044-8279.1976.tb02332.x
Subject(s) - psychology , mathematics education , pedagogy , principal (computer security) , pupil , neuroscience , computer science , operating system
S ummary . Repertory grids were used to monitor the development of student teachers' conceptions of their professional roles. The students rank‐ordered 10 role figures (e.g., teacher, pupil, principal) in terms of their degree of involvement in 19 different activities (e.g., instruction, testing, counselling) before any teaching experience and following each of three, two‐week sessions of practice teaching in local schools. There were significant increases in the level of integration of their role conceptions as they gained classroom experience. At first, these students exhibited less integration than did experienced teachers; however, there was no difference after the students had completed six weeks of practice teaching.