JH. ABSTRACT A STUDY OF STUDENT TEACHERS' EXPECTED AND ACTUAL OUTCOMES AND THE STUDENT TEACHING PROGRAM OF THE INDUSTRIAL ARTS EDUCATION DIVISION AT THE STATE UNIVERSITY OF‘NEW YORK, COLLEGE AT BUFFALO by Leonard J. Poleszak The basic purpose of this study was to determine and analyze the expected and actual outcomes, held by a selected group of industrial arts education student teachers, in re— lation to the personnel with whom they came in contact dur- ing student teaching. A comparison of these verbalized outcomes and the student teaching program objectives was made. A second purpose was to discover the relationship which existed between attitude scores, (as measured by the Minnesota Teacher Attitude Inventory), prior intent to teach, and student's verbalized outcomes. The methodology incorporated in the study was compara- tive and descriptive. The population included one hundred and four (104) industrial arts education junior and/or senior students at the State University of New York, College at Buffalo, who were assigned to student teach during the . second, third, and fourth quarters of the school year 1962- 1963. A pre-test questionnaire, and the MTAI, were adminis- tered on the day preceding the first day of student teaching. A post-test questionnaire, and the MTAI, were administered on the day after completion of student teaching. The Leonard J. Poleszak questionnaires were designed to elicit expectations and satisfactions which students held in regard to: a) the supervising teacher, b) the college supervisor, c) the principal, and d) the other teachers on the staff of the cooperating school. Response categories were established and tally sheets used, to secure data for tabular and graphic representation. Analyses and interpretation of the tables and figures provided the basis upon which the major text of the study was written. Analysis of the data provided answers to four basic questions: 1) What are the expected and actual outcomes of student teachers as stated by them just prior to and immediately following one student teaching experience? 2) Do student teachers receive the amount and kinds of help and guidance they expect from each of the following: a) supervising teacher, b) college supervisor, c) prin- cipal, d) other teachers? 3) Do students with high positive MTAI scores verbalize different eXpected and actual outcomes than students with low negative MTAI scores? 4) Do students who say they intend to teach, prior to stu- dent teaching, possess different expected and actual outcomes than those who say they do not intend to teach? Leonard J. Poleszak Some of thefindingsindicated by the data were: Approximately 65 per cent of total expected and actual outcomes verbalized by the students in this study were re- lated to the student teaching program objectives of, "become acquainted with the role of the school; knowledge of methods and materials of teaching; and assuming the responsibilities of a regular classroom teacher." Approximately 11 per cent of total expected and actual outcomes were related to the objectives of, "extend knowledge of the subject matter area; further develop a phiIOSOphy of education; and develop an experimental and creative attitude." The number and nature of the expected and actual out- comes verbalized by the students in this study indicated that the supervising teacher was felt to be the most influ- ential person with whom they came in contact. The college supervisor ranked second, followed by other teachers on the staff of the cooperating school. The principals did not meet the minimal expectations held for them by the students in this study. Students with high positive MTAI scores held different expected and actual outcomes than students with low negative MTAI scores. Leonard J. Poleszak Slight differences existed in the nature and number of verbalized outcomes reported by students who intended to teach as compared with those of students who were undecided, or did not intend to teach. A STUDY OF STUDENT TEACHERS' EXPECTED AND ACTUAL OUTCOMES AND THE STUDENT TEACHING PROGRAM OF THE INDUSTRIAL ARTS EDUCATION DIVISION AT THE STATE UNIVERSITY OF NEW YORK, COLLEGE AT BUFFALO By \ Leonard J. Poleszak A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Secondary Education and Curriculum 1964 ACKNOWLEDGEMENTS The completion of this study would not have been pos— sible without the assistance of a great-many individuals. The writer is indebted to his colleagues; Dr. Stanley Brooks, Dr. Emerson Neuthardt, and Mr. Earl Zimmerman, who gave of their time during the data gathering period. A formal word of thanks is in order for all of the students who cooperated so willingly, by conscientiously completing the required forms. The guidance committee, composed of Dr. William Faunce, Dr. George Myers, Dr. John Fuzak, and Dr. Lawrence Borosage, Chairman, gave sound professional criticism and encourage- ment at critical periods during the writing stage. Finally, a most sincere acknowledgement is extended to my wife. Her constant encouragement and attention to the myriad details of the dissertation were of inestimable value. To her, and to all of the others who helped in countless ways, the writer is deeply grateful. ii TABLE OF CONTENTS PAGE ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . ii CHAPTER I. INTRODUCTION . . . . . . . . . . . . . . . . 1 Definition of the Problem 1 Purpose of the Study . . . . . . . . . 3 Need and Importance of the Study-. . . . 4 Definition of Terms . . . . . . . . . 6 Basic Assumptions of the Study . . . . . . 9 Delimitations of the Study . . . . . . . . lO Methodology . . . . . . . . . . . . . . . 11 Procedure . . . . . . . . . . . . . . . . 11 Bibliography . . . . . . . . . . . . . . . 14 II. RELATED RESEARCH: PART I, PROGRAMS AND OBJECTIVES . . . . . . . . . . . . . . 15 Rationale for Student Teaching Programs . 15 Programs in Existence and Present Status of Research . . . . . . . . . . . 18 Objectives of Student Teaching as Reported in the Literature . . . . . . . 20 iii CHAPTER Objectives of Student Teaching at the State University of New York, College at Buffalo, Industrial Arts Education Division . . . . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . Bibliography . . . . . . . . . . . . . . III. RELATED RESEARCH: PART II, PROBLEMS, NEEDS, ANXIETIES, AND ROLES . . . . . . The Problem Areas of Student Teachers The Needs of Student Teachers The Anxieties and Expectations of Student Teachers . . . . . . . . . . . Research in Industrial Arts Education Student Teaching . . . . . . . . . . Roles of Personnel Connected with Student Teaching Programs . . . . . Role ofuthe supervising teacher . . Role of college supervisor Role of the cooperating school principal . . . . . . . . . . Role of "other teachers" on the staff of the cooperating schools Summary . . . . . . . . . . . . . . . . Bibliography . . . . . . . . . . . . . iv PAGE 23 27 29 32 32 4O 43 48 52 52 57 ‘ 6O 61 62 63 CHAPTER PAGE IV. ANALYSIS OF OUTCOMES AND OBJECTIVES . . . . . 68 Descriptions of the Population Used in the Study . . . . . . . . . . . . . . 68 The Student Teaching Program at Buffalo, Industrial Arts Education Division . . . 69 Expected Outcomes . . . . . . . . . . . . . 71 Actual Outcomes . . . . . . . . . . . . . . 76 Expected Outcomes Compared with Actual outcomes 0 O O O O O O O O O O O O O O 0 80 Expected and Actual Outcomes Compared with Objectives . . . . . . . . . . . . . 84 Summary . . . . . . . . . . . . . . . . . . 92 Bibliography . . . . . . . . . . . . . . . 93 V. EXPECTED AND ACTUAL OUTCOMES IN RELATION TO PERSONNEL IN THE PROGRAM . . . . . . . . 94 Expected and Actual Outcomes Related to the Supervising Teacher . . . . . . . . . 94 Expected outcomes . . . . . . . . . . . . 94 Actual outcomes . . . . . . . . . . . . . 98 Comparison of ranked outcomes and change in rank . . . . . . . . . . . . 101 Comparison of percentages of expected and actual outcomes . . . . . . . . . . 104 CHAPTER Expected and Actual Outcomes Related \ to the College Supervisor Expected outcomes . . . . . 'Actual outcomes Comparison of ranked outcomes and changes in rank Comparison of percentages of expected and actual outcomes . . . . . . . Expected and Actual Outcomes Related to the Cooperating School Principal . Expected outcomes . . . . . . . . . Actual outcomes . . . . . . . . . . . Comparison of ranked outcomes and changes in rank . . . . . . . Comparison of percentages of expected and actual outcomes . . . . . Expected and Actual Outcomes Related to the Other Teachers on the Staff of the Cooperating School Expected outcomes Actual outcomes Comparison of ranked outcomes and changes in rank vi PAGE 107 107 111 114 117 121 121 124 127 130 133 133 136 138 CHAPTER PAGE Comparison of percentages of expected and actual outcomes . . . . . . . . . . 141 Summary of Total Expected and Actual Outcomes in Relation to Personnel in the Student Teaching Program . . . . . . 144 VI. EXPECTED AND ACTUAL OUTCOMES, ATTITUDES AND INTENT TO TEACH . . . . . . . . . . . . 149 Introduction . . . . . . . . . . . . . . . 149 Attitude Scores and Verbalized Outcomes . . 150 Expected Outcomes and Attitude Scores . . . 151 Actual Outcomes and Attitude Scores . . . . 156 Comparison of Expected Outcomes of All Students with Those of High and Low MTAI Scorers . . . . . . . . . . . . . . 159 Comparison of Actual Outcomes of All Students with Those of High and Low MTAI Scorers . . . . . . . . . . . . . . 162 Stated Intent to Teach and Outcomes . . . . 167 Summary . . . . . .\. . . . . . . . . . . . 176 VII. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . 180 Recapitulation of the Problem . . . . . . . 180 Outcomes Summarized . . . . . . . . . . . . 184 Conclusions . . . . . . . . . . . . . . . . 203 vii CHAPTER —PAGE Recommendations . . . . . . . . . . . . . . 206 Proposals for Further Study . . . . . . . . 210 APPENDICES . L . . . . . . . . . . . . . . . . . . . . 213 viii LIST OF TABLES TABLE PAGE 1. Expected Outcomes Verbalized by Prospective Student Teachers, Frequency of Mention, Percentage of Total Responses, and Rank of Each Outcome . . . . . . . . . . . . . . . 73 II. Actual Outcomes Verbalized by Student Teachers, Frequency of Mention, Percentage of Total Responses, and Rank of Each Outcome . . . . . . . . . . . . . . . . . . . 77 III. Comparison of Percentages and Rank Order of the Expected and Actual Outcomes Verbal- ized by the Students in this Study . . . . . 81 IV. Comparison of Objectives of the Student Teaching Program at Buffalo and Related Expected Outcomes . . . . . . . . . . . . . . 85 V. Comparison of the Objectives of the Student Teaching Program at Buffalo and Related Actual Outcomes . . . . . . . . . . . . . . . 87 VI. Expected Outcomes Related to the Supervising Teacher. Answers to the Pre-Test Question, "What Do You Hope to Learn from the Supervising Teacher?" . . . . . . . . . . . . 95 ix TABLES PAGE VII. Actual Outcomes Related to the Supervising Teacher. Answers to the Post-Test Question, "What Did You Learn from the Supervising Teacher?" . . . . . . . . . . . 99 VIII. Expected Outcomes Related to the College Supervisor. Answers to the Pre-Test Question, "What Do You Hope to Learn from the College Supervisor . . . . . . . . 109 IX. Actual Outcomes Related\to the College Supervisor. Answers to the Post-Test Question, "What Did You Learn from the College Supervisor?" . . . . . . . . . . . 112 X. Expected Outcomes Related to the Principal. Answers to the Pre-Test Question, "What Do You Hope to Learn from the Principal?" . . . . . . . . . . . 123 XI. Actual Outcomes Related to the Principal. Answers to the Post-Test Question, "What Did You Learn from the Principal?" . 125 XII. Expected Outcomes Related to the Other Teachers. Answers to the Pre-Test Question, "What Do You Hope to Learn from the Other Teachers?" . . . . . . . . . 134 TABLE PAGE XIII. Actual Outcomes Related to Other Teachers. Answers to the Post—Test Question, "What Did You Learn from Other Teachers?W . . . . . 137 XIV. Verbalized Expected Outcomes of the High and Low Scorers on the MTAI . . . . . . . . . 152 XV. Verbalized Actual Outcomes of the High and Low Scorers on the MTAI . . . . . . . . . 157 XVI. Comparison of Expected Outcomes Among All Students and Those with High Positive and Low Negative MTAI Scores . . . . . . . . 160 XVII. Comparison of Actual Outcomes Among All Students and Those with High Postive and Low Negative MTAI Scores . . . . . . . . 163 XVIII. Comparison of Expected and Actual Outcomes Among All Students and Those Who Do Not Plan to Teach or Are Undecided . . . . . . . 169 xi FIGURE 1. LIST OF FIGURES Ranked Objectives of Student Teaching and Percentage of Related, Expected and Actual Outcomes . . . . . . . . . . . . . . Changes in Outcomes Teacher Comparison Outcomes Changes in Outcomes Comparison Outcomes Changes in Outcomes Comparison Outcomes Changes in Outcomes Comparison Outcomes Rank of Expected and Actual Related to the Supervising of Expected Outcomes and Actual from the Supervising Teacher . . . . Rank of Expected and Actual Related to the College Supervisor of Expected Outcomes and Actual from the College Supervisor Rank of Expected and Actual Related to the Principal of Expected Outcomes and Actual from the Principal . . . . . . . . . Rank of Expected and Actual Related to Other Teachers . . of Expected Outcomes and Actual from Other Teachers . . . . . xii PAGE 90 102 115 118 128 131 139 142 LIST OF APPENDICES APPENDIX PAGE A Pre-Test Questionnaire, Form A . . . . . . . 213 B Post-Test Questionnaire, Form B . . . . . . 218 C Outcome Categories and Selected Sample Responses . . . . . . . . . . . . . 223 xiii CHAPTER I INTRODUCTION Definition of the Problem The student teaching program of the Industrial Arts Education Division at the State University of New York, College at Buffalo, has been in existence for over sixty years. During this entire period very little systematic effort was made to analyze its effectiveness. Changes and improvements were made through the years as the need arose and as personnel responsible for the program changed. There was no systematic evaluative study with the resultant data to support changes. The time requirement in student teach- ing fluctuated and presently is composed of two nine-week periods of full-time off—campus teaching in different schools, with a nine-week seminar on campus between assign— ments. This arrangement, although felt to be beneficial by the professors in the professional sequence, created problems for the technical and academic course instructors, as well as creating scheduling problems for the students. As a result, the staff decided that in the future a time arrange- ment consisting of a full semester of student teaching, two assignments of nine weeks duration, each in a different cooperating school, would be reinstated. This decision was made largely on the basis of convenience for staff and stu~ dents. No analysis was made of the extent to which objec- tives of the student teaching program were being met. Much of the current literature indicates the need for prospective teachers to have earlier and more extensive con- tact with children in actual classroom situations. Some teacher preparation institutions have devised programs where student teachers begin active involvement during their sophomore years. Fifth—year programs are becoming common- place, and internship programs are being developed. The STEP program at Michigan State University is an example of one method of increasing the amount of time a student spends in student teaching and also a method of causing gradual involvement with increasingly greater responsibilities being assumed by the student teachers or interns. The degree to which the pre-student teaching phase of preparation created realistic and appropriate expectations from students regarding student teaching troubled this in- vestigator for many years. The extent to which expectations were met as a result of student teaching created another area of concern. If prospective student teachers achieved maximum benefit from the student teaching experience, their expectations would parallel closely the objectives of the program as established by the college. Also, if the student teaching experience was meaningful and helpful to the students, then the eXpectations which they held for it would have been satisfactorily met. Therefore, actual outcomes would par— allel expected outcomes. An effective pre-student teaching program would provide students with a clear picture of their duties and responsi- bilities during the student teaching period. The student teaching experience in like manner, would provide the stu- dent with an opportunity to equip himself for an actual teaching position. Purpose of the Study There were four distinct groups or individuals with whom student teachers associated and from whom they expected and received help and guidance during student teaching. They were: the supervising teacher, the college supervisor, the principal, and the other teachers on the-staff of the cooperating school. The basic purpose of this study was to determine and analyze the expectations held by a selected group of student teachers in relation to the individuals mentioned above and also to determine how well these eXpectations were met. A second purpose was to discover the relationship which existed between attitude scores (as measured by the Minne— sota Teacher Attitude Inventory), prior intent to teach, and student's verbalized outcomes. It was hoped that the data would suggest changes and improvements to an existing program and that a contribution would be made in the literature thereby suggesting to other teacher preparation institutions an area of concern, which, if analyzed at their own schools, might result in more mean- ingful student teaching programs. Need and Importance of the Study Monroe's 1950 edition of the Encyclopedia of Educational Research contained the following passage related to research in student teaching: It has been pointed out that institutions which educate teachers have tended to accept student teaching on faith because of the fact that this course has so often been rated by experienced teachers as the most meaningful experience of their pre~service programs of professional edu- cation. The result has been an attitude of complacency with respect to the evaluation of the effectiVeness of student teaching. (5:1366) Contained in the same article were additional state- ments concerning needed research in this area: 1. There is a need for studies which will identify and clarify the goals and over-all objectives - in terms of teaching competence - which student teaching and related aspects of teacher education are expected to serve. 2. ...studies are needed which will ascertain the relative contribution of various student teaching experiences...to the development of particular kinds of teaching effectiveness. (5:1367) Among the statements summarizing its 1957 standards study the National Council for the Accreditation of Teacher Education included the following statement: The relative responsibilities of college faculty supervisors and supervising teachers in the schools should be clearly defined. (6:18) Studies also are needed to determine the manner and degree of involvement of principles in the student teaching program. (4:1477) An investigation of the literature failed to reveal any studies involving the role of other teachers on the staffs of the cooperating schools. Yet, student teachers held some expectations from this group with whom they associated dur- ing the period of their student teaching. Klausmeier and others reported a series of problems that occurred during student teaching. They indicated a need for studies of the role of the student teacher, cooper- ating teacher, and supervisor in which attention was given to the inter-active process involved in the solution of problems. (3) The literature reviewed contained specific references to the importance of clearly defined roles of the personnel involved in programs of student teaching. The one category not appearing above, which was analyzed in the present study, was that of other teachers. This study indicated the concerns and expectations which student teachers held for supervising teachers, college supervisors, principals, and other teachers. If expected outcomes paralleled the objectives of the student teaching program and were realistic and attainable, know- ledge of them by the personnel involved would greatly enhance the student's capability of achieving the objectives. If, on the other hand, students concerns varied considerably from the objectives, then revision of the pre-student teach— ing program would be indicated. Definition of Terms Terminology poses problems which, if not clarified, result in confusion and misinterpretation. Teacher educa— tion institutions have developed different terms to define similar factors. The following list of terms contains de— finitions consistent with those accepted by the Association for Student Teaching and the American Association of Colleges for Teacher Education. (2) Professional laboratory experiences - all those contacts with children, youth, and adults (through observation,‘ participation, and teaching), which make a direct contribution to an understanding of individuals and their guidance in the teaching—learning process. Professional sequence — the series of required courses for Industrial Arts Education students at Buffalo related to the methodology and principles of industrial arts education teaching, human growth and development, and the student teaching experience. Student teaching — a part of the total program of profes- sional laboratory experiences in which the student accepts increased responsibility for work with a group of learners over a period of consecutive weeks. Student teaching program — that portion of the professional sequence during which the student is assigned to a cooperating school and a supervising teacher, under whose guidance, with the help of a college supervisor, he assumes the role of a teacher by practicing and performing the tasks required. Internship — an advanced level of student teaching, the intern teaches a major portion or all of the day, is a college graduate, is paid by the school district, and is supervised by college personnel. Laboratory school - any school, public or private, utilized for professional laboratory eXperiences. A college controlled school, located on or near the campus, organized for the specific purposes of preparing teachers, with staff and facilities designed to serve this purpose. Cooperating school - a school not under the legal jurisdic- tion of the college, used by the college to provide professional laboratory eXperience. Supervising teacher — a regular teacher in a cooperating school under whose guidance students observe, partici- pate, or do student teaching. College supervisor - an individual employed by the teacher education institution to work cooperatively with super- vising teachers and to assist the student teacher in deriving the greatest possible values from eXperiences. Expected outcomes - expectations - these two terms are thought to be synonomous and were used interchangeably throughout the study. They are defined as items of concern and of genuine interest, indicative of antici— pation of the occurrence of certain events; more specifically, the responses of prospective student teachers to the question, "What do you hope to learn from...?" Actual outcomes - satisfactions - these two terms are thought to be synonomous and were used interchangeably through— out this study. They are defined as fulfillment of previously anticipated goals, wants or desires; that which actually occurred; the responses of student teachers to the question, "What are the things which you learned from...?" -. Attitude scores — the score attained by each of the students on the Minnesota Teacher Attitude Inventory (MTAI). "This instrument is designed to measure those attitudes of a teacher which predict how well he will get along with pupils in interpersonal relationships, and in- directly,how well he will be satisfied with teaching as a vocation." (1:3) Basic Assumptions of the Study The following assumptions were made in this study: 1. Industrial Arts students at the State University of New York, College at Buffalo, who were about to begin their student teaching experience, were able to verbalize the expectations which they held for it. As they projected ahead and thought about specific persons with whom they would associate they were able to list specific learnings which they hoped would accrue to them through these associa— tions. 2. Industrial Arts students at the State University of New York, College at Buffalo, who had just completed a student teaching assignment, were able to verbalize the satisfactions which they gained from it. As they reflected back and thought about specific persons with whom they had associated, they were able to list specific learnings which had accrued to them through these associations. 10 3. An analysis of students' verbalized expectations and satisfactions is a useful method of determining factors relative to improvement of existing conditions within a student teaching program. 4. The existing student teaching program in the Indus— trial Arts Education Division of the State University of New York, College at Buffalo could be improved and made more meaningful through effective utilization of the findings of the present study. Delimitations of the Study This study was delimited in the following ways: 1. Subjects of this study were, for the most part, native residents of the communities in and around the city of Buffalo, New York. A small percentage came from rural communities or distances greater than commuting distance from the college. 2. All of the subjects of the study were enrolled as majors in the Industrial Arts Education Division of the College at Buffalo and had attained either junior or senior standing. The data accumulated and the conclusions drawn applied to this group of individuals and no attempt was made to generalize the findings to all student teachers and/or all student teaching programs. 3. The most serious delimitation of the study was in 11MBresearcher'sinterpretation of the data supplied by the subjects. 11 \ Where responses fit neatly into a given category the problems were minimal. There were occasions where clas— sification was extremely difficult and in these instances the researcher's eXperience and judgment were used as objec— tively as possible. Methodology The methodology incorporated in this study was compara— tive and descriptive. Percentages were used as the primary statistic. Procedure Two questionnaire forms (Appendix A and B) were devel- oped for use in gathering data for the study. A major por- tion of the instruments involved open-end questions designed to elicit the expectations held by prospective student teachers and the satisfactions held by them after completing the student teaching assignment. The instruments were tested by administering them to forty-six first—quarter student teachers in the Industrial Arts Education Division of the State University of New York, College at Buffalo. Revisions were made and an additional section containing structured response items was added. The Minnesota Teacher Attitude Inventory (MTAI) was selected as the instrument to be used in establishing categories of . student teachers for a comparison of attitudes and outcomes. 12 The second, third, and fourth quarter student teachers comprised the population about which the study revolved. There were one hundred and twelve student teachers. Due to several factors, among them illness, failure to complete the student teaching assignment, failure to complete both pre and post test forms, only one hundred and four (104) students were used in the study. The pre-test questionnaire, Form A, and the MTAI were administered to each group of student teachers at a seminar session held on the day preceding their first day of student teaching. The post—test questionnaire, Form B, and the MTAI were administered to each group of student teachers at a seminar session held on the day after their last day of student teaching. Information was given concerning the nature of the study and assurances provided, concerning professional treatment of the data. Responses to open—end questions from the questionnaire forms were transferred to a combined information sheet to facilitate handling of the data. Categorical and quantified information was inserted on Royal McBee Keysort Cards so that a simplified procedure for referral to appropriate combined information sheets would be available. Categories of responses,~eXpected and actual, were established, and individual outcomes verbalized by the subjects, were recorded on a tally sheet. Student responses l3 varied from specific to general, creating a classification problem. The decision was made to classify the specific expected and actual outcomes in categories separate from the general ones. Therefore, some of the tables in Chapters IV, V, and VI appear to have summary items contained in them. 4 After completion of the tables and graphic representa- tions, the researcher was faced with the task of analysis and interpretation. This resulted in the descriptive sec— tions following each table and/or figure. The conclusions and recommendations were drawn from these descriptive portions. BIBLIOGRAPHY Cook, walter W., Leeds, CarrolIH.,anulCallis,Robert. Minnesota Teacher Attitude Inventory Manual. New York, New York: The Psychological Corporation, 1951. Flowers, John G. and others. Recommended Standards -Governing Professional Laboratory Experiences and Student Teachingpand Evaluative Criteria. Washington, D.C.: American Association for Teacher Education, Department of the National Education Association, 1949. Klausmeier, Herbert J. and others. (Editors). Guidance in Teacher Education. 36th Yearbook. Cedar Falls, Iowa: The Association for Student Teaching, 1957. Michaelis, John. Encyclopedia of Educational Research. Harris, Chester W. (Editor). The Macmillan Co., 1960. Monroe, Walter Scott (ed.) Encyclopedia of Educational Research. New York: Macmillan Co., 1950, revised edition. The National Council for the Accreditation of Teacher Education. Standards and Guides for the Accredi— tation of Teacher Education. Washington, D.C.: The Council, 1957. 14 CHAPTER II RELATED RESEARCH: PART I, PROGRAMS AND OBJECTIVES Rationale for Student Teaching Programs One must learn by doing the thing; For though you think you know it You have no certainty until you try. Sophocles - 400 BC The above quotation, written more than two thousand years ago, is appropriate today within the context of a justification for programs of student teaching. Recogniz- ing the fact that student teaching experiences are not the real thing, they are, however, a normal and necessary step prospective teachers should take enroute to the goal of becoming teachers. The academic background provided for and acquired by undergraduate students in teacher prepara- tion institutions prior to the student teaching phase should serve adequately to prepare them for student teaching. Helen T. Suchara, writing in the 4lst Yearbook of the Association for Student Teaching said: Student teaching is the integrating experience in teacher education and must be of sufficient duration and differentiation to provide the student with adequate opportunity to recognize the problems, identify and prescribe courses of 15 16 " action, make professional decisions, take action, appraise the action taken, and evolve guides for next steps. To help students experience the major responsibilities of teaching and become self- directive in the process, student teaching needs to begin early enough to allow for gradual in- volvement in guided teaching and eventual con- clusion with full-time assignment, in which the prospective teacher has the opportunity to carry responsibility for a group of learners for a continuing period of time. (21:137) There are a number of people who believe that practice in teaching is unnecessary and that an intelligent, liber- ally educated individual, well grounded in a subject field, is capable of teaching effectively without a period of practice under guidance. Available research does not sup- port this position. Beery's study of two groups of begin— ning teachers; one which had student teaching experience and the other which did not; analyzed the teaching effec- tiveness of each group during the first year of teaching. He concluded that the teachers whose background included student teaching were rated as more effective than those whose background did not include this experience. (3) Further support for the necessity and importance of student teaching may be secured through examination of the annual yearbooks of the Association for Student Teaching and a closer look at the quantity, nature and quality of the research being done. A rationale for the justification of practice in teaching developed by Shaplin included the following assumptions: 17 1. Teaching is behavior, and as behavior is subject to analysis, change and improvement. The assumption here is that practice conditions can be established which will provide the kind of analysis of teaching which will enable the teacher to learn to control his behavior. 2. Much of the habitual behavior which indi— viduals have developed in other contexts is inappropriate for the teaching situation. Practice provides an opportunity to learn the role expectations of teaching with a minimum of trauma, and an opportunity is provided for the analysis of recurrent patterns of behavior. 3. Under present conditions,_much of teaching is conducted under stress conditions. Habitual reactions to stress, or the usual defense mechanisms, may be inappropriate...under these conditions. Practice proyides a gradual induc- tion into teaching, and should provide a cushion against the 'reality shock' which so many new teachers experience. 4. Teaching behavior is extremely complex, in- volving the full range of thoughtpprocesses, verbal behavior, andpphysical action. An essen- tial of practice for novice teachers, then, is the development in the schools and colleges of a corps of trained supervising teachers. 5. Teachersg through practice, can learn to analyze, criticize,_and control their own teaching behavior. Training in self-analysis (of teaching) should be a primary objective in practice, for most of teaching occurs in isolation from other critical adults. 6. Practice has the dual purpose of training and the elimination of the unfit. The condi- tions of practice must simulate real condi- tions as closely as possible to provide a test of the candidate's capacity, both for the pur- pose of helping him if he shows potentiality, or eliminating him if he proves unfit. 7. Practice provides the experiences which give meaningpto all other instructiOn in educa- tion (peaching). If practice occurs simultan- eously with other instruction, the teacher can 'trycnufl the principles, concepts and content 18 of his own teaching. Instead of 'talking about' problems, instruction in education can become problem solving. (15:39-48) The preceding assumptions were listed in order to in- dicate the complexity of the teaching process as well as the highly specialized behavior expected of a teacher. The student teaching period is the time for the prospective teacher to come to grips with reality as concerns the obli- gations and responsibilities of teaching. The patterns which are formed during student teaching may follow the student throughout his teaching career. Therefore, those responsible for teacher education programs should make this experience as realistic and meaningful as possible. Programs in Existence and Present Status of Research The development of student teaching programs has been closely related to the normal school movement over the past century and has paralleled the establishment of departments and colleges of education in universities and liberal arts institutions during the past sixty years. Originally, student teaching was designed so that students might learn a few patterns of teaching. Today they are expected to develop a comparatively high degree of competence in many phases of the teacher's work. Woodruff, (22) Doane, (7) and Boyce, (4) in separate analyses of programs of teacher preparation, concluded that student teaching was the most worthwhile requirement in the 19 teacher education program. Such a unique position might be a part of the reason that "the general status of critical, evaluative research on student teaching is poor." (13:2) Maaske's findings (1954) concluded in the preceding statement were attributed to two major factors; (1) the difficulty in doing conclusive research in such a diverse and uncontrollable field of activity, and (2) a general lack of research interest in this area. The former factor remains, the latter no longer seems to be true. Greater interest in research related to the area of student teaching is easily evidenced quantitatively, if one examines the rapidly increasing number of entries in the bibliographies printed annually since 1937 in the Association for Student Teaching Yearbooks. The titles of their Yearbooks 1954 to 1963 provide an indication of the emphasis given this area by the Association: Facilities for Professional Laboratory EXperiences in Teacher Education, 1954; Functions of Labora— tory Schools in Teacher Education, 1955; Improving Instruc- \ tion in Professional Education, 1958; The Supervising Teacher, 1959; Evaluating Student Teaching, 1960, Teacher Education and the Public Schools, 1961; The Outlook in Student Teaching, 1962; Concern for the Individual in Student Teaching, 1963. Scates annual reports of research in teacher education list greater numbers of topics related to the study of student teaching. (14) 20 The present trend seems to be toward more studies of this critical area of teacher preparation. Those reported in the literature which seem to have direct bearing on the present study are analyzed in the succeeding chapter. Objectives of Student Teaching as Reported in the Literature There appears to be general concensus concerning stu- dent teaching program objectives. Variations are discern- ible, but basic agreement among widely separated institutions seems to exist. Since 1954 Northern Illinois University has offered, in the summer session, a special student teaching program for experienced teachers; some of whom have been away from teaching for several years, others requiring student teach- ing for certification, etc. The goals of the program are: A. ZO'TJITJU OW To To To analyze the teaching-learning situation. evaluate the teaching-learning situation. suggest ways to improve the teaching- 1earning situation. To To To To To in plan a teaching—learning situation. guide a teaching—learning situation. evaluate the achievement of students. report the progress of children to parents. act to improve the teaching profession general. (1:78) Grim and Michaelis offered advice to student teachers and incorporated in their statement some objectives of student teaching. Student teaching is an opportunity to gain practical classroom experience under expert supervision. During student teaching you can learn about the actual work of the teacher in the classroom, in the guidance program, and in 21 out-of—class experiences. You can learn about the teacher's relations to other school workers, and about his community responsibilities. Stu- dent teaching is a laboratory experience in which you can plan and develop learning experi— ences with pupils and secure help when you need' it. The ideas you have secured in previous courses can be focused upon actual school prob— lems as you work with high school pupils in a -- realistic situation. Student teaching is a significant part of a professional program de- signed to help you become a competent teacher. 9:3 Many teacher preparation institutions provide their student teachers and cooperating teachers with mimeographed materials or handbooks containing specific instructions relating to such items as; procedures, evaluation, and suggested experiences. Following are a series of excerpts relating to student teaching objectives taken from some of these materials. Material available from the Industrial and Technical Education Department at Utah State University contained the following: Anyone preparing for employment in professional occupations needs adequate schooling and also some type of experience which closely resembles the actual activities in which he will partici— pate as a professional person. The importance of such experience needs to be emphasized. In the preparation of teachers, the student teach- ing program is designed to give this experience. It is believed that the experiences gained by student teachers should be as realistic as possible. In other words, the student teaching situation should be as typical as possible of the experiences of the full-time teacher. Any- thing short of this is apt to give anything but a true picture of what the situation will be when one accepts employment as a teacher. The range of professional laboratory eXperiences as 22 a student teacher should include, first, sys- tematic observations; second, limited partici- pation; and finally, full participation in the same kinds of school and community activities as those in which he will later engage as a regular teacher. Specific objectives are: 1. To provide opportunity for gaining in- sight into the duties and responsibilities of public school teachers. 2. To provide actual experiences in carry- ing out teaching assignments under the most favorable conditions possible, including adequate supervision. 3. To provide for the professional develop— ment of prospective Industrial Education teachers. ' 4. To encourage student teachers to parti- cipate in all of the activities in which' regular teachers engage and to render profes- sional services to students through classroom and curricular activities. (18:1) Purdue University, Industrial Education Curriculum area, provides a Guide for Supervising Teachers in which two statements appeared relevant to this discussion: A major objective of the student teaching ex- perience is to strengthen, develop, and rein- force the attitudes, understandings, and skills essential to becoming an effective teacher. 10:1) While the primary purpose of student teaching is to provide an opportunity for the student to learn to teach in his area of specialization, he should also experience as many aspects of the total teaChing situation as time permits. (10:20) The Handbook for Supervising Teachers in use at Ball State Teachers College contained a list of specific objec— tives for student teachers. Specific objectives of student teaching: 1. To provide students with opportunities to go beyond verbalized acceptance of educational 23 theory to an understanding of the meaning of this theory in action. 2. To provide opportunities for students to test their abilities in applying theory to various activities of the teacher. 3. To sharpen the students' awareness of problems and factors in teaching situations. 4. To increase the students' ability to use basic principles in novel situations. 5. To help students clarify their own philo- SOphies of education. (12:4) The Industrial Arts Education Division of Oswego, New York included these statements in their guide for cooperat- ing teachers. The student teaching program at State Univer- sity of New York, College of Education at Oswego, has been developed to give each student an opportunity to experience first-hand,pthe many facets of the teaching profession [italics not in the original] under a guided internship. This experience should reflect in every way the multitude of responsibilities inherent in teaching in the industrial arts laboratory. The student should become a part of the school and the community to which he is assigned and take part in all the activities of an indus— trial arts teacher, within the limits of the time and situation. ...Students should feel able and qpalified at the completion of their semester's experience in student teaching to assume the full-time responsibilities of an industrial arts teacher. [italics not in the original] (11:1) Objectives of Student Teaching at the State University of New York, College at Buffalo, Industrial Arts Education Division The statements which follow were taken from two sources; the first from the Industrial Arts Education Divi— sion Student Teacher Guide and the second from the Elemen- tary and Secondary Education Division's Student Teaching 24 Handpppk of the State University of New York, College at Buffalo. Both were included in order to indicate the variations which exist between divisions on one campus and also to point out that most statements of objectives for student teaching fall somewhere within this range. ...one learns to teach by being put in a situa— tion where he must teach and, at the same time, study his performance under the guidance of a teacher who is well—versed in the intricacies of teaching. The student teaching program is designed to offer continuously enlarging experiences with these three facets of teaching (i.e., what to teach, hpw to teach, why teach it) under the guidance of experienced teachers. It is here that the student learns to select and organize instructional content, that lessons are pre- pared and analyzed for their effectiveness, that techniques of class control are examined and patterns for future practices are set. (19:1) Objectives of the student teaching program of the Elementary and Secondary Education Divisions at the State University of New York, College at Buffalo are: To help a student: 1. Become acquainted with the role and opera— tion of the public schools to which he is assigned. 2. Become acquainted with the various respon- sibilities of the teacher in the public schools to which he is assigned. 3. Assume, under qualified supervision, the various responsibilities of a regular classroom teacher. 4. Further develop a philosophy of education. 5. Gain a knowledge of appropriate methods and materials of teaching. 6. Increase understanding of child growth and deve10pment. dent 25 7. Develop skill in the use of effective techniques for teaching and evaluation. 8. Develop an experimental and creative attitude. 9. Extend knowledge of subject matter in the areas taught. (20:2) Stratemeyer and Lindsey pr0posed six purposes of stu— teaching: 1. To gain understanding and competence in guiding a group of learners in all of their activities. 2. To get the "feeling" of being a teacher, to feel the rewards and satisfactions which come from continuous growth of learners over a period of time. 3. To build a concept of the complete job of the teacher, with the understanding of the range of activities and roles which a teacher must play- 4. To develop a philosophy, including guiding principles, through testing ideas in practice, analyzing consequences, and modifying or strengthening theoretical concepts. 5. To discover needs, through experience in a range of responsibilities, and to plan ac- tivities to meet those needs. 6. To acquire a satisfying and intimate relationship to a profession through partici- pation in its organization and activities. (17:50-51) Careful perusal of the preceding purposes reveals the repetition which exists among certain sets of objectives as well as some basic differences. Notable by its absence is any listing of well-defined behaviorally stated goals or objectives. 26 The necessity of having objectives around which to organize programs of student teaching was pointed out by Batchelder, Lawrence and Myers. Unless the objectives of the program are care- fully defined and clearly understood by all persons involved, a great deal of confusion will result. This is especially true in an off-campus program where personnel who have not had previous eXperience in the prepara- tion of teachers may be involved. To the extent that the objectives are stated in terms of behavioral changes in students, the objectives will serve as adeqpate guides to program development and to valid evaluation procedures. [italics not in original] It is important that the objectives for student teaching be considered in relation to the aims of the total teacher education program. (2:14) Sharpe, in the sixth chapter of Teacher Education for a Free People, offered five criteria necessary for a high quality professional laboratory experience. He stated that it should be: "1. challenging, 2. provide for involve— ment, 3. provide for guidance and assistance, 4. provide for intellectualization, and 5. be satisfying." (16:196) The statements of objectives included in this chapter, if transposed into criteria such as Sharpe's listing, appear consistent with it. Evenden pointed out in the 1962 AST Yearbook: "There is no professional phase of a teacher's preparation upon which there is more agreement in theory and more diversity in practice than in the development of necessary teaching skills during student teaching." (8:120) 27 Such diversity is one of the most desirable features of a program of student teaching. A stereotyped, lock—step arrangement through which all youngsters pass is oUt of order when dealing with the highly complex nature of indi— viduals, methodology, and concepts related to successful teaching as pointed out, for example, by Shaplin. (15:33-59) Cottrell, Dean of Education at Ohio University stated, "the successful (student teaching) program will have built into it a good deal of flexibility. No standardized pro- gram has much promise." (5:44) A further point of view, not contradictory but written to provide a note of caution regarding extreme diversionary methods or facilities, was provided by Cronbach. "The more closely learning experiences resemble the situations in which the learning will be used the more adequate they will be." (6:245) Summary Student teaching programs are a permanent feature of teacher education. The central’problem lies within the professional educator's ability to analyze, devise and organize programs which will provide appropriate experi- ences from which prospective teachers may acquire the essen— tial skills, knowledge, and understandings needed to make them competent teachers. 28 Succeeding chapters of this study concern primarily the analysis phase referred to above and result in propos- als related to improving one particular program: i.e., the student teaching program of the Industrial Arts Education Division at the State University of New York, College at Buffalo. BIBLIOGRAPHY Association for Student Teaching, 4lst Yearbook of the Association, The Outlook in Student Teaching. Cedar Falls, Iowa: The Association, 1959. Batchelder, Lawrence, Myers. A Guide to Planning for Off—Campus Student Teaching, Bulletin No. 11. Cedar Falls, Iowa: The Association for Student Teaching, 1959, p. 14. Beery, John R. Professional Preparation and Effective- ness of Beginning Teachers, University of Miami, under a grant from "The Fund for the Advancement of Education," Ford Foundation, Graphic Arts Press, Coral Gables, Florida: University of Miami, 1960. Boyce, Kate L. "What Is the Most Important Part of Teacher Training?" Ohio Schools, 30:162-163, 1952. Cottrell, Donald P. (Editor). Teacher Education for a Free People, American Association of Colleges for Teacher Education, Oneonta, New York: 1956, p. 66. Cronbach, Lee J. Educational Psychology. New York: Harcourt Brace and Co., 1954, p. 245. Doane, Kenneth R. "A Study of the Professional Curri- culum Requirements for the Preparation of High School Teachers in the United States," Journal of Experimental Education, 16:66-99, 1947. Evenden, Edward S. National Survey of the Education of Teachers, Vol. VI, Bulletin No. 10. Washington: United States Government Printing Office, 1933, p. 120. Grim, Paul R. The Student Teacher in the Secondary Schopl, by Paul R. Grim and John V. Michaelis in collaboration with Leonard O. Andrews and others. New York: Prentice-Hall, Inc., 1953 (Prentice-Hall education series). 29 10. 11. 12. l3. 14. 15. 16. 17. 18. 19. 20. 30 Guide for Supervising Teachers. Industrial Education Curriculum, mimeographed material. West Lafayette, Indiana: Purdue University, p. l, 20. Handbook for Cooperating Teachers in Industrial Arts Student Teaching, Department of Industrial Arts, Oswego, New York: State University College, 1963, p. l. Handbook for Supervising Student Teacherg, prepared by College Supervisors and Supervising Teachers at Ball State Teachers College, Muncie, Indiana, p. 4. Maaske, Roben J. (Ed.) "Needed Research in Teacher Education," American Association for Colleges of Teacher Education. Oneonta, New York: 1954. Scates, Douglas, "Doctoral Studies in Teacher Education," Journal of Teacher Education, Volumes III through XIII, 1952-1962. Shaplin, Judson T. "Practice in Teaching, " from a paper prepared for a conference at the Center for Advanced Study in the Behavioral Sciences, June 22- August 20, 1960, Harvard University, published in the Harvard Educational Review, Winter, 1960, ‘ 31:33-59. ' Sharpe, Donald M. Indiana State Teachers College, Terre Haute, Indiana, Chapter 6, Teacher Education for a Free People, Cottrell (ed. ) American Association of Colleges for Teacher Education, Oneonta, New York, pp. 192-197. Stratemeyer and Lindsey. Working with Student Teachers. Bureau of Publications, Teachers College, Columbia University, New York, 1958, pp. 50-51. Student Guide. Industrial and Technical Education Department, mimeographed material, Utah State University, p. 1. Student Teacher Guide. Published by Industrial Arts Education Division, State University of New York, College at Buffalo, 1963, p. 1. Student Teaching Handbook. Elementary and Secondary Education Division, State University of New York, College at Buffalo, published by the College Book— store, 1961, p. 2. 31 21. Suchara, Helen T., Chapter VI, Section 1, 41st Yearbook of the Association for Student Teaching, lbe Outlook in-Student Teaching. Cedar Falls, Iowa: The Association, 1962, p. 137. 22. Woodruff, Asahel D. "Exploratory Evaluation of Teacher Education," Educational Administration and Supervision, 1946, 32: 1—18, 1946. CHAPTER III RELATED RESEARCH: PART II, PROBLEMS, NEEDS, ANXIETIES, AND ROLES This chapter identifies pertinent research which is related to student teachers' expressed concerns prior to student teaching and their reactions to the experience upon completion of it. Since the major purpose of the present study centers around proposals for improving an existing program, entries have been included which are related to this area. The research has been classified under three major headings: (1) the problem areas of student teachers, (2) the needs of student teachers, and (3) the anxieties of student teachers. Extensive research of the literature revealed a number of such studies and they have been reviewed categorically. l. The Problem Areas of Student Teachers Shumsky and Murray reported the discussion by a group of student teachers of their attitudes toward discipline. The discussion was based upon written reactions to a cartoon situation. The authors suggested the need to inculcate in the beginning teacher a more realistic expectation of the 32 33 problems involved in relating to children. "The ego—ideal of a democratic, warm, informal, and permissive teacher is an over-simplification. It is an over-simplification to' assume that any teacher is always democratic in his approach to children or that it is always desirable to be so." (33:455) In terms of methodology, the study illustrated a way of helping student teachers analyze their own attitudes and strengthen the awareness of their own confusions. "It is important in working with student teachers to help them explore their attitudes and expectancies with regard to student teaching [italics not in the original] , and to help them to understand the impact of disciplinary inci- dents upon their teaching behavior." (33:456) More realistic information concerning this vital pro- blem area (discipline) and more adequate preparation re- 'garding it, is a need which teacher education institutions must be aware of and working toward constantly. This is especially true concerning prospective secondary school teachers. An analysis of a survey made by Hoover, Boetto, and Doyle of 350 Arizona supervising teachers concerning their student teachers' effectiveness, revealed that definite weaknesses appeared in extra-class participation and in motivation of pupils. Some lesser weaknesses occurred in provision for individual differences, use of evaluation 34 instruments, and basic writing skills. This study suggested implications for teacher education programs and recommended that some scaling instrument might be made a part of the student's official papers. (16) One problem often overlooked by public teacher educa- tion institutions was contained in the last sentence of a passage written by Lofthouse in the 4lst Yearbook of the A.S.T.. Before entering the public school for the first/ time for student teaching, a class of juniors in a Catholic Women's College was asked to write down the problems they expected to en— counter. Most of them anticipated difficulties with discipline, "prejudice" (their own and others), and the observation of religious holi- days. They worried about how school supplies were paid for and how much homework they should give....Sometimes we do not fully realize how unusual or traumatic student teaching experi— ences can be when individuals live intimately for the first time with persons of other cultures, races, or creeds. (21:144) Student teachers who come in ever increasing numbers, from suburban areas, are often faced with what may be a traumatic experience when the student teaching assignment directs them to a large city school system or a rural com- munity. It is not proposed that students from suburban homes be given student teaching assignments in similar areas and that those from urban centers be sent to city schools. The point is made that wide differences between home back- ground and student teaching center location might create severe problems. 35 Anderson reported a study made to determine the anxie- ties and worries that prospective teachers have concerning their first teaching position. He held the position that, although the subjects had either completed student teaching or were presently so engaged, their responses to a question asking them to list their worries would mirror their experi- ences during student teaching. A group of forty-two teachers college seniors was used as a sample for the study and the results showed that their concerns were centered around: their ability to affect learning. their ability to maintain acceptable pupil behavior (discipline). their load of responsibility. their ability to get along with staff members. (2:340) Db) NH Among further conclusions of the study, Anderson in- dicated a belief that school administrators and teachers college personnel should direct their efforts toward help— ing young teachers find the first year of teaching a satis- fying and successful experience. (2) It is logical to suspect that most prospective student teachers have concerns similar to those of the students in Anderson's study. It is important for all individuals con— nected with teacher education to exert their energies to- ward designing programs which will result in satisfying and successful student teaching experiences. Wey, Miller, and Suggs, in separate studies of the problems of student teachers and teachers reported similar conclusions. Wey collected 5,539 difficulties encountered 36 by 132 student teachers and 95 first-year teachers. He reports that handling problems of pupil control and discip- line is the one specific type of difficulty encountered most frequently by student teachers and first-year teachers. (44) Miller's study revealed that both groups encountered similar problems. Those most often reported were: for student teachers, (1) stimulating interest among pupils, and (2) maintaining pupil control; for teachers, (1) adapt- ing to ability level of pupils, (2) stimulating interest among pupils, and (3) determining the educational needs of each pupil. (27) The persistent problems of teachers which Suggs reported were as follows: (1) personal problems, (2) student disci- pline and (3) service loads. One suggestion which she made for alleviating these problems, was periodic evalua- tion of teacher education programs to ascertain their ef- fectiveness. Suggs inferred that programs would be improved if provision were made to give student teachers more exten- sive experience in practical situations and to use progres- sive methods of teaching in classrooms. (36) One of the most inclusive listings of the problems encountered by students during student teaching was pro- vided by Wey. He reported these difficulties as follows: (problems are ranked in descending order) H 0\ L11 b Com \OG)\.I 10. 37 handling problems of pupil control and discipline. motivating pupil interest and response. handling routine phases of classroom management. adjusting to deficiencies in school equip- ment, physical conditions, and materials. handling broader aspects of teaching techniques. lack of command over subject matter and instructional materials. lack of effective teaching voice. presenting the lesson and guiding pupil discussion. adapting to needs, interests, and abilities of pupils. difficulties involved in planning and organizing learning activities, materials, and procedures. (43:102) Three further studies seem remarkably similar in pro- viding directives for student teaching programs. Haskew said, "...studies concerned with various aspects of student teaching revealed the following trends: 1932 lengthening the period and expanding the daily time devoted to student teaching. steady increase in use of off-campus schools for student teaching. college supervision of students increas- ingly provided by generalists rather than subject matter specialists. little attention to outside classroom experiences of student teachers. diminution of other college work taken concurrently with student teaching. (13:178) Rucker studied the changes in student teaching from to 1952. Among trends he identified were: a. b. C. a trend toward student teaching as a full- time experience. use of more laboratory experiences in teacher education. more off-campus experiences in student teaching, including community experiences where teaching is performed. g. 38 increase in time allotted for student teaching. increase in academic credit awarded for student teaching. use of laboratory activities, including student teaching, as the reference point of the whole curriculum in teacher education. student teaching on more grade levels. (302262) The changes found by Rucker and Haskew are echoed by McGrath who said: "Two of the important changes in the off- ing are: l. A new philosophy for student teaching in-- cluding prerequisite work eXperience with youth, pre-student teaching classroom teaching, resident full-time teaching for a minimum of six weeks, and others, is coming into acceptance. Periods of internship for a semester or for a full year before completion of the professional training for certification is an a proaching reality in many regions. (25:149) Principles governing the development of professional laboratory experiences were formulated by the Committee of Studies and Standards. This committee was appointed in 1945 by the American Association of Colleges for Teacher Educa— tion for the purpose of making recommendations for the professional education of teachers. Eight principles were deve10ped and are listed below: 1. The particular contribution of profes- sional laboratory experiences (including student teaching) to the education of teachers is three—fold: (1) an opportunity to implement theory - both to study the pragmatic value of the theory and to check with the student his understanding of the theory of application, (2) a field of activity which, though raising questions \ 39 and problems, helps the student teacher to see his needs for further study; and (3) an opportunity to study with the student his ability to function effec- tively when guiding actual teaching- learning situations. The nature and extent of professional laboratory experiences should be plan- ned in terms of the ability and needs of the student and should be an integral part of the total program of guidance. Professional laboratory experiences should provide guided contact with chil- dren and youth of differing abilities and backgrounds for a period of time sufficient to contribute functional understanding of human growth and development. The professional program should be so designed as to afford opportunity for responsible participation in all of the important phases of the teacher's activities, both in and out of school. Professional laboratory experiences_ should be cooperatively developed by the student and his advisors. Adequate super- vision and guidance should be provided through cooperative efforts of labora- tory and college teachers. Professional laboratory experiences should be integrated with other phases of the school program. Professional education is the responsibility shared by all mem- bers of the faculty, each contributing to the maximum development of the student as an individual, as a citizen, and as a member of the teaching profession. Evaluation of professional laboratory ex- periences should be in terms of growth in understandings and abilities needed in the situations faced by the teacher working in our democracy. Physical facilities should be adequate to provide a range of first hand experiences with children, youth, and adults in varied school, home, and community situations. (1:18) » 40 Within these principles are many of the concepts which student teachers can acquire only through active involve- ment. Programs of student teaching must be designed to insure that each student becomes involved to an extent which will permit acquisition on his part of the skill, ability, and knowledge necessary to make him an effective teacher. 2. The Needs of Student Teachers Not as much research has been done in the area of "needs" of student teachers as in the "problems" area. One explanation for this is that it is more difficult to isolate needs than it is to point out problems. McConnell, during a five-year period, collected state- ments from one hundred twenty student teachers who performed their student teaching in a large urban community. The purpose of the statements was to compile, through indirect means, information as to how student teachers evaluated their supervising teachers. Their comments on how the supervising teachers helped them as student teachers, and their suggestions as to what the supervising teachers could have done to help them, indicated that student teachers: 1. need and appreciate suggestions for im- ” provement in many areas. 2. need and want opportunities to show initiative and assume responsibility after a sense of security has been estab- lished by good personal relations with the supervising teacher and by a defini- tion of what is expected of them. 41 realize the need for having access to de- tailed information about their pupils and for having actual experiences in making reports, keeping records, and becoming acquainted with the total school program. (23:85) * Further clarification of the needs of student teachers was provided by Bernadine Schunk writing in the 1959 Asso- ciation for Student Teaching Yearbook. "The needs of student teachers are as follows: MDwNH the need for acceptance. the need to know the supervising teacher. the specific personal needs. the need for prestige and status. the need for self-analysis. (32:44) Wilkinson attempted to secure student teacher's sugges- tions for experiences which might be included to increase the effectiveness of an existing program of student teaching. He solicited responses from sixty-seven graduates to eighteen items in the student teaching experience and reported the following results: "These items were rated by less than 50 per cent of the respondents as being of great value: I. 2. 3. Keeping logs or daily reports of student teaching experiences. Writing case studies and/or class profiles. Doing clerical work. Suggestions made included: 1.. 2. 3. Remain in classroom all day. Teach one full day with little or no supervision. Increase student teaching period to one full year to allow more time for obser— vation. Require more teaching. Begin in September so that opening of school can be observed. (45:367) 42 The suggestions made by these students indicate their feelings concerning experiences for which they felt a need and which were not completely available to them. Flexibility within a student teaching program is a necessity in order to meet the needs of each individual stu- dent teacher. Certain needs will be common to all, but individual differences will exist. Hatfield pointed out that, "one factor in successful student teaching might well be the adequacy of feelings that the student has about him- self as a person." (14:88) In a summary, Hatfield said, "The findings are in accordance with the expectations that significant and positive relationships exist between a student's self—evaluation and his success in student teach- ing." (14:89) Support for Hatfield's position was readily available from Combs and Snygg who wrote: If it is important that students learn to per- ceive themselves as liked, wanted, acceptable, able, and responsible, then it follows that education must provide them with the kinds of eXperiences which help them see themselves so and avoid treating them in ways that destroy positive self-feeling.... (10:379) This statement is a clear challenge to teacher educa— tors to devise pre-student teaching experiences, as well as student teaching programs, which will permit qualified stu- dents to acquire positive self-feelings. If a positive relationship exists between the needs of student teachers and those of teachers, then the elements .- A 43 required of one should be the same as those for the other. Any difference which does exist will be in matter of degree rather than different elements. As long ago as 1939 Michener had this to say: "...unusual success in teaching is composed of five elements: a positive philosophy of education. sufficient control of subject matter. varied methods of teaching. knowledge of children. . good teaching personality. (26:5—6) UN-‘wNH 3. The Anxieties and Expectations of Student Teachers Beginning in the junior year at most teacher prepara- tion institutions, students begin to think seriously about their student teaching experience. Whether the feelings which they possess are of anxiety, or expectancy, or some- thing else, the fact remains that new, important, and challenging situations await them and they are vitally con- cerned. Travers, Rabinowitz, and Nemovicher, through a study in 1953, attempted to discover the anxieties felt by a group of student teachers. They administered a twenty-one item sentence completion test at the beginning and end of a one- semester course in student teaching. Three sentence stems: "I hope my class never ; I shall expect the pupils in my class ; and, When I become a teacher I sup— pose my greatest problem will be ." (38:47), were used in the analysis of the data. 44 Major sources of anxiety were the problem of discipline and whether the pupils would like the student as a teacher. It was discovered that the anxieties expressed by students prior to student teaching remained the same after completion of the eXperience. The authors concluded, "It seems safe to say that student teaching for this group provides an experience which does not greatly alter original anxieties concerning teaching." (38:51) In order to ascertain the expectations and/or concerns which an individual holds, the researcher must secure his information from the individual. No outside source can provide it. Hruska attempted to discover the student teachers' views on supervision and reported the following as desirable expectations held by the student Of his super— vising teacher. 1. Evidence of a feeling of acceptance of the student teacher. 2. Being a guide into the professional role. 3. Orienting the student to the school, its policies, its philosophy, its faculty, its community, its parents, its activities. 4. Judging the prospective teacher's instruc- tional readiness, methods, progress, and finally his overall abilities. (17:50) Hruska believed that the supervising teacher, "...is the person who guides the student teacher into his work, who interprets the theory and shows how it works in practice, and who makes the most important first impression upon the mind of the future teacher" and consequently thought, "the supervising teacher is singly the most influential 45 participant in the preparation of future teachers." (17:52) If,this is true, teacher education institutions should exercise extreme care in the selection of supervising teachers and should have a thorough training program avail- able for them. However, this is not the case in many teacher preparation institutions. A candid response from student teachers concerning their impressions and reactions to various characteristics and behaviors encountered during student teaching was elicited by Trimmer in two studies which are reported in the Journal of Teacher Education. The first of these con- sisted of an opinion poll of 351 student teachers on the subject, "Why you would recommend or not recommend that your cooperating teacher be asked to serve again." (39:537) The responses to the question were summarized and arefilisted below in order of frequency of mention. In this instance, Trimmer analyzed student responses with a view toward dis- covering their dissatisfactions with the supervising teacher and the role he played. This presupposes that they (the students) had some prior expectations which were not attained or satisfied. The list follows: Deficiencies of supervising teachers as noted by student teachers: lack of constructive criticism. no regular conferences. never allowed control of the class. no suggestions as to method or technique. freedom but no guidance. lack of organization. rigidity. \JONUIDWNH O 46 8. not frank in criticism. 9. poor attitude toward pupils. 10. inflexibility in teaching methods. (39:538) Trimmer concluded that only ten per cent of the super— vising teachers were considered as satisfactory, and that student teachers are anxious to know their deficiencies, want supervision, and an opportunity to be on their own. He also stated that supervising teachers need to be selected more carefully and that special preparation be provided for them. (39) In his second study, published six months later, Trimmer reported the worthwhile and helpful characteristics and behaviors named by the same three hundred fifty-one student teachers. In general, the student teacher desired that the supervising teacher: 1. permit the student teacher freedom to plan and execute what is going to take place in the classroom. « hold regular conferences. make suggestions as to method and materials. know the subject matter thoroughly. offer constructive criticism. . be helpful and c00perative. (40:231) OWDWN Within these listings of deficiencies and helpful char- acteristics of supervising teachers are included the expec— tations and satisfactions held by the student teachers. They are inferred, however, and may or may not constitute an accurate or complete listing. No studies were found which were directly concerned with student teachers' expected 0 and actual outcomes compared with objectives. 47 The variable of "objectives" was not included in either of the following studies but both included the area of "needs" of student teachers. Lingrendescribedma study made of one hundred forty student teachers at the University of Pittsburgh who replied anonymously to an opinionnaire out- lined "to determine the kinds and amount of help received from each of the major cooperating staff members." (20:23) He concluded by listing these specific proposals for action in the program surveyed: done 1.. 2. Principals should hold group meetings of student teachers to foster orientation to the school and understanding of its goals. Supervising teachers should guide student teachers in keeping school records, using curriculum guides, becoming acquainted with the community and using community re- sources, studying disciplinary actions ob— served or taken by the student. College supervisors should be allotted more time for supervision of student teachers. Instructors of methods courses might well provide for student participation in planning the methods courses in an effort to make these courses more helpful. The coordinator of student teaching should seek better techniques for selecting super- vising teachers and for matching these teachers with students when assignments are made. (20:27) McCurdy in a study of indicated needs similar to that by Lingren listed among his conclusions the following: 1. The study indicates that handling discip- line problems and recognizing individual differences are major concerns recognized by student and supervising teachers. 48 l‘x.) Because student teachers need much help in coping with feelings of apprehension, un- certainty, and fear, supervising teachers need to have a positive attitude toward students and teaching. 3. Supervising teachers and school personnel should interpret and help the student teacher gain an understanding of the school policies and the total program of the school. 4. Student teachers fail to have many of the experiences which research suggests they need in preparing for teaching as grouped in the questionnaire. (24) 4. Research in lndustrlal Arts Education Student Teaching Careful scrutiny of the literature related to student teaching programs in Industrial Arts education reveals a shortage of critical and evaluative research. Of the few studies which have been completed, none related directly to the present study except in a tangential way. Maley's study in 1949, of industrial arts education student teaching, revealed that: 1. "Practice" is not up to the thinking of experts. 2. There is a high regard for group deci- sion making. 3. The goals of student teaching should grow out of goals for total program. 4. A committee should establish goals for student teaching. 5. Student teachers should participate in curriculum planning. There should be a written statement of policy regarding student teaching. Student teaching should be done before last semester of senior year. One month notice in advance to students planning to student teach. . Student teaching dates should coincide with secondary school's calendar. \OCDVO“ 49 10. Broaden the scope and sphere of student teaching while teaching. (22) These conclusions were followed by four recommendations which would serve to more nearly satisfy the needs or expec- tations of student teachers as expressed by them in the studies of Trimmer, Hruska, Lingren and others. The recom- mendations were as follows: 1. student teachers should have greater expo- sure to the community. 2. student teachers should have more contact with students. 3. broaden the student teacher's activities in the shop. 4. broaden the student teacher's sphere of relationships in the school. (22) Another pertinent study was made by Huss in 1950. He reported current information and opinions concerning student teaching as it is carried on in the field of industrial arts .0 education in several colleges and universities of the United States. Among his listing of suggestions for further study were included the following: 1. Evaluation of the whole student teaching experience needs to be studied in light of our newer beliefs as to the objectives of education, of industrial arts, and of student teaching in this curriculum area. 2. Studies are needed as to how well methods courses are implemented and applied in student teaching activities. 3. We need to study ways of combining profes- sional teacher training courses and student teaching activities. 4. We need to organize and implement prac- tical and thorough courses in the super— vision of Industrial Arts prospective teachers. (18) 50 Sargent's study at Wayne State in 1956 was designed to upgrade the student teaching program in industrial arts at Northern Michigan College, Marquette, and to develop two brochures, one for student teachers' use and one for super- vising teachers. Three major tasks with which Sargent was concerned were: 1. To learn the duties and qualifications of personnel conducting student teaching programs. 2. To learn what opinions and practices were included in present programs. 3. To determine what activities should be ’ included in off-campus programs. (31) He utilized the resultant data in the development of handbooks to be used by student and supervising teachers and in his proposal for an off-campus student teaching pro- gram at Marquette. These recommendations were made by Sargent at the con- clusion of his study: 1. There is a need for an orientation program for cooperating teachers. 2. Cooperating teachers must maintain high standards. 3. Cooperating teachers should allow the student teacher to assume responsibility as fast as he can take it and as much as he can take. 4. Manuals should be made available and used by both student teachers and cooperating teachers. (31) An "action research" study extending over a seven-year period was conducted by Hiser in 1958 using a population at Oswego State Teachers College. 51 The problem centered around two major areas: (1) char— acteristics of good teachers, and (2) reliable criteria for judging teaching success and for appraisal of student teaching success. This study was focused on the pre-service program of on-campus work leading to the off-campus experi- ence. It is included here because, in the process of devel- oping instruments and procedures, Hiser necessarily became involved in judgements which were directly related to needs and expectations held by students as well as supervising and college teachers. The basic assumptions which he held prior to the study included three which indicate thisinvolvement. They are: 1. that the basic purpose of a teachers college is to develop competent teachers. 2. that the development of personal qualities is part of the educational process and these qualities need continuous evaluation. 3. that the faculty personnel of a college is obligated to help each student acquire personal-professional traits and compe- tencies important to teaching. (15) Hiser's emphasis of the essential stress on personal qualities in the development of competent teachers, neces- sitates close relationships between student and teacher-- for the purpose of providing the teacher with a better under- standing of the student. Better understanding involves knowledge of the hopes, fears, and innermost feelings of the individual which, when known, enable more effective treat— ment . U] [\D In like manner, the present study, through a closer analysis of student teachers' expectations and satisfactions in regard to student teaching, should result in proposals for improvement of an existing program. The ultimate goal is that of developing more competent teachers of industrial arts education. 5. Roles of Personnel Connected wlth Student Teaching Programs A number of studies are reported in the journals which deal with the question of roles. Administrators, supervising teachers, and college supervisors are identified usually as those persons having a role to play, along with the student teacher. No research has been discovered dealing with the role of 'other'teachers' on the staff of the cooperating school in relation to student teachers. A. Role of the supervising teacher Student teachers are assigned to supervising teachers who are responsible for guiding their learning experiences. The supervising teacher must constantly be aware of not only the student teacher he is supervising, but of the - children in the classroom as well. The student teacher should be offered opportunities to participate in as many phases of the educational program as possible. However, the supervising teacher must be certain that such participa— tion is also of value to the children being taught. 53 RecOgnizing the position in which the supervising teacher is placed, Blair admonished him to be aware of and understand the three—fold responsibility placed upon him. He must be: "1. a guide of children and youth, 2. a guide of the student teacher entrusted to him, and 3. a profes— \ sional person responsible for and privileged to help raise the standards of teacher education." (8:26) Blair further suggested the following important roles of the supervising teacher: 1. being interested in the student as a per- son and a colleague. ‘ 2. helping the student teacher become iden- tified as a member of the staff. 3. accepting the student teacher and college supervisor into classes and extra-class activities. , planning aloud and sharing plans with others. guiding the student in developing creative teaching methods that are his. . helping the student teacher evaluate his progress and needs and those of his pupils. holding conferences as a means to an end. continuing the supervising teachers own general and professional education. . maintaining active membership in profes- sional organizations. 10. sharing community activities and responsi- bilities with the student teachers. (8:28) O\U‘I.L\ \OOO\J In a similar study Veselak reviewed general responsi- bi lities in supervising student teachers . He included such areas as familiarity with physical facilities of the school and community, understanding of the student's responsibil- ities asa studentteacher, introduction to the staff, and orientation to the curriculum of the department. Particular stress was placed on supervision of laboratory experiences .— . such as observation of regular teachers, actual control of the class, maintenance of discipline, and responsibilities for keeping records and writing reports. (41) Supervising teachers who accepted the responsibilities stated above, would come to know their student teachers well, and therefore be of greater help to them. An appropriate analogy presented by Morrison expressed the view that supervision of student teaching might better be called coaching, a four part process involving: assigning responsibilities giving the student a chance to perform on his own" observing discussing the performance and providing guidance for improvement (28:83) . Db.) NH In order to understand the process of coaching, the following factors must be recognized as important: 1. establishing an atmosphere of confidence 2. maintaining an atmosphere of permissiveness 3. establishing standards and setting a good example (28:83) Ted Ward, at Michigan State University, developed a small brochure entitled, "What Makes the Difference?" in which he presented suggestions to supervising teachers. He noted that "friendliness, thoughtfulness, clear communica- tion with the student, and encouragement are important factors in working with student teachers. The goal is toward initiative on the part of the student teacher." (42:6) He emphasized the importance of the supervising teacher in determining the degree of success attained by the student teacher. 55 There is little doubt concerning the fact that the supervising teacher has an extremely important role to play in the student teaching program. Further support is provided by the Association for Student Teaching and its 38th Yearbook. This yearbook focused attention on the significant role played by the supervising teacher. The first three chapters dealt with identifying and defining the supervising teacher's role in the teacher education program. Subsequent chapters considered the supervising teacher's work in relation to understanding the needs of student teachers, meeting those needs in the classroom, school, and community, and the inter- relationships between the supervising teacher and other professional workers. The last two chapters examined the work of the supervising teacher in future teacher education programs and considered the task ahead. (4) Smith, Krause, and Atkinson devoted considerable space to a description of the role of supervising teachers. Their listing of responsibilities (34:256-257) was similar to those already indicated and agreed with Taylor (37), Anson (3), and Price (29). Taylor suggested the prospective supervising teacher consider: 1. his willingness to plan and set goals with the college representative and to seek his help whenrneeded 2. to face his own strengths and weaknesses and improve his skill in working with the student teacher 3. to allow the student teacher to make his own decisions and develop along his own lines 56 4. to agree on common purposes with the student teacher 5. to protect the self-respect of the student . 6. to be accessible to him and to realize that the limits of his effectiveness may be related to administration and supervisory support. (37:352) Anson outlined a program designed to help the supervis- ing teacher furnish guidance and assistance to student teachers. Emphasis was placed on permitting the student to experiment with his own abilities. (3:73—75) Price said, "One of the most significant conclusions of the study was that the relation between supervising teachers and student teacher's classroom performances indi- cated that student teachers seemed to acquire many of the teaching practices of their supervising teachers during the student teaching semester." (29:474) The data Price col- lected from his use of the Minnesota Teacher Attitude Inventory (MTAI) seemed to show "...that a considerable Change occurred in student teacher's attitudes during the student teaching semester. There was a tendency for their attitudes to change in the direction of those held by their respective supervising teachers." (29:475) The MTAI has been used in a substantial number of studies in an attempt to measure attitude change. Findings have ranged from those similar to the above to those that were almost exactly opposite. 57 B. Role of the college supervisor Carr provided an area of concern for college supervisors, who teach methods courses. He challenged all teachers of teachers to consider the fact that teachers do not teach as they were taught to teach. "They have been taught to make lesson plans, but they dCDIlOt plan; they are taught not to lean on the textbook, but they are supported by it; they are taught to use variety in teaching, but they are limited to one method." (9:166) College supervisors are in the most advantageous posi- tion to instigate action to implement change in this condi- tion. Thisqshould be an area of sincere concern to them and one of their principal roles following their direct respon— sibility to the student teachers. Greater effort should be expended by college supervisors toward making professors of education aware of the degree to which student and begin- ning teachers emulate them. It might be worth taking some of their time and effort away from their usual duties in order to accomplish this. Carr suggested three basic steps to remedy this situationzl l. re-examine what is taught in education courses 2. professors must practice the principles of teaching they so ardently advocate 3. each student should be encouraged to develop his own philosophy of education (9:168) 58 Barber listed seven responsibilities of the college supervisor of student teachers. 1. select the participating schools and coop— erating teachers 2. arrange the schedule of his visits with each of them . arrange workshops or seminars with student teachers observe the student teacher in the classroom evaluate the student teacher evaluate the student teacher's notebook of plans, records, reports, etc. . prepare a letter of recommendation for student teacher's credentials (7:46) \I O\U‘IL\ LA) The college supervisor provides the closest contact with the college program. In some instances he may be teach— ing courses on the campus in addition to his supervision \ responsibilities, or he may be assigned to full—time super- vision. In either case, regardless of the particular organ— izational pattern in the staffing of the student teaching program, college supervisors usually assume responsibility for such functions as the following, stated by Stratemeyer and Lindsey. 1. Working with the coordinator of student teaching in completing assignments of student teachers, assuming special res- ponsibilities for: a) careful study of the student's record with him and his major advisor at the college b) identification of appropriate labora— tory situations for each student c) cooperative study with potential coop— erating teachers of the student's record, the classroom situation, and the coop- erating teacher d) clarification with the building princi- pal of questions and suggestions regard— ing the possible placement of student teachers in the building 59 Participation with other college super- visors in study and improvement of the student teaching program, including his own professional inservice growth. Providing general guidance of a group of student teachers through: a) group seminars to discuss common problems of the students with whom he is working b) supply of materials and resources to enhance the students work in the classroom Providing specific guidance to each stu- dent teacher through: a) a careful study of his record with him and identification of his needs as a basis for planning for his stu- dent teaching activities b) observation of his work in the class— room, followed by cooperative analysis of what was observed and planning for next steps on the basis of the analysis. (This should be done with the student, the cooperating teacher, and the college supervisor in conference and is the cbre of evaluation of student growth.) c) individual conferences with the student d) individual conferences with the super- vising teacher Providing through group conferences general help to the group of cooperating teachers working with his students. Providing specific help to a cooperating teacher through individual conferences, supply of materials and resources, and background information on the student. Serving as the liaison person between the cooperating teacher and the college, inter— preting the college program to the cooper- ating teacher and communicating general problems and feelings of the cooperating teacher to the college. Helping, if requested, in any way that he can with work in the school or in the cooperating teacher's classroom. (35:95—96) 60 This description of the duties of the college supervisor is comprehensive and illustrates the complexity of his re- sponsibilities. Extremely competent individuals are required to fill this role adequately. C. Role of the cooperating school ppincipal Student teacher coordinators and college supervisors generally view the role of the principal as primarily that of liaison officer between their own schools and teacher education institutions. This is reported by Kennedy in a recent Association for Student Teaching Bulletin. (19:7—10) Duker added two more dimensions to their role by group— ing activities under three headings: l. Orientation 2. Those during the student teaching experience ' 3. Those related to the teacher education institution. (122470) A significant area of concern expressed by student teachers can be met most adequately by the principal of the cooperating school. The student teacher should be made to feel welcome, be accepted as a contributing member of the staff, and be given status in the system. The principal is the most logical individual to whom these responsibili- ties fall, and the extent to which he carries them out can be of considerable importance to the student teacher. Downer, writing in the 33rd Yearbook of the Association for Student Teaching, described an investigation of admin— istrative practices of facilities available to student 61 teachers in public schools. In the section devoted to a de- scriptioncflfthe specific responsibilities of public school personnel, she wrote: The building principals in many public schools deserve attention for their active interest and participation in teacher education. They visit student teachers, offer suggestions, in- terpret school policies, and promote desirable attitudes on the part of students by including them in the school functions. (11:115) Whether teacher education institutions and the person— nel responsible for student teaching programs adequately emphasize the responsibilities of the principal, is an unanswered question. The need, however, for the principal to play a definite role is obvious. D. Role of "other teachers" on the staff of the cooperating schools The literature contains no study which attempts to de- fine the role of other teachers in relation to student teachers. Obviously, student teachers associate with members of the faculty and staff of the cooperating school. What effects are produced through these associations? Is it that the student teacher acquires a true picture of what teach- ing is and what teachers are like or does he acquire a dis- torted view? There seems to be a significant area here for concerted research. Sociologists refer to the informal structure within institutions andhave indicated the significance of this 62 group or organization. The implication here is that teacher educators should recognize that there is a function to be carried out by "other teachers" and that serious considera- tion be given to ways of identifying and implementing their role. Mam This chapter indicated the nature of the research which' was reported in the literature. It should be evident to the reader that the bulk of the research was concerned with the problems of student teachers and the roles of personnel connected with the student teaching program; No studies were found which reported on the subject of the present study and the number of reported research papers decreased as one proceeded downward through the following listing: 1. Role of supervising teachers 2. Role of college supervisors 3. Role of cooperating school principals 4 . Role of other teachers on the staff of the cooperating schools 10. BIBLIOGRAPHY American Association of Colleges for Teacher Education Committee on Standards and Surveys. School and Community Laboratory Experiences in Teacher Educa- tion. The Association, C.W. Hunt, Secretary, State Teachers College, Oneonta, New York: 1948, pp. 16-33. Anderson, Harold S. "Prospective Teachers Have Fears," The Clearinngouse, 34:337-341, Feb. 1960. Anson, Bert. "The Supervising Teacher Looks at Student Teaching," The Teachers College Journal, 30:73—75, March, 1959. Association for Student Teaching, 38th Yearbook of the Association for Student Teaching, The Supervising Teacher, The Association, Cedar Falls, Iowa: 1959, 220 pp. Association for Student Teaching, 41st Yearbook of the Association for Student Teaching, The Outlook in Student Teaching, The Association, Cedar Falls, Iowa: 1962. Association for Student Teaching, 42nd Yearbook of the Association for Student Teaching, Concern for the Individual in Student Teaching, The Association, Cedar Falls, Iowa: 1963. Barber, Shirley. "Supervision of Student Teachers," National Business Education Quarterly, 29:44-46; 56, Summer, 1961. Blair, Lois. "Are You Good Enough To Be a Supervising Teacher?" Teachers College Journal, 32:25-29, 45-56, Oct., 1960. Carr, Alden J. "Classroom Paradox," Journal of Teacher Education, 13:165-168, June, 1962. Combs, Arthur W. and Snygg, Donald. Individual Behavior, New York: Harper and Bros., 1959, p. 379. 63 ll. 12. 13. 14. 15. 16. 17. l8. 19. 64 Downer, Effie M. Chapter IX, "Provisions Made by Cities to Regulate and Facilitate Student Teaching," Facilities for Professional Laboratory Experiences in Teacher Education, 33rd Yearbook, The Associa- tion for Student Teaching, Lock Haven, Pennsylvania, 1954, pp. 101-115. Duker, Sam. "The Elementary School Principal and the Student Teacher," Educational Administration and Supervision, 11:467-474, Dec., 1955. Haskew, Lawrence D. "Selection, Guidance, and Pre- service Preparation of Students for Public School Teaching," Review of Educational Research, Vol. XXII, No. 3, June, 1952, p. 178. Hatfield, Agnes B. "An Experimental Study of the Self- Concept of Student Teachers," Journal of Educa- tional Research, 55:87-89, October, 1961. Hiser, Paul T. "The Development’and Use of a Pre-Student Teaching Evaluation Procedure in Industrial Arts Teacher Education," Unpublished Ed.D. Dissertation, University of Maryland, 1958, listed in Disserta- tion Abstracts, a Guide to Dissertations and Mono- graphs Available in Microform, XVIII, 1958. Hoover, Kenneth H., Laurel Boetto, and Roy P. Doyle. "A Survey of Student Teacher Effectiveness," The Bulletin of the National Association of Secondary School Principals, 45:166-169, Oct. 1961. Hruska, Jack L. "A Student Teacher's Views on Super- vision," National Business Education Quarterly, 29:47-52, Summer, 1961. Huss, William E. "An Evaluation of Professional Devel- opments in Industrial Arts Student Teaching Through Isolation of Abilities in Teaching Activi- ties at Statewide Cooperating Schools at the Oswego State Teachers College," Unpublished Ed.D. Disser- tation, Pennsylvania State University, 1950;-1isted in Dissertation Abstracts, a Guide to Dissertations and Monggraphs Available in Microform, No. 18, 1951. Kennedy, Robert B. "The Role of the High School Prin- cipal in the Administration of a Teacher Education Program," Unpublished Dissertation, Ed.D., Stanford University, 1953, Research Bulletin No. 3, Cedar Falls, IoWa: The Association for Student Teaching, 1959, pp. 7-10. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 65 Lingren, Vernon C. "Help Needed and Received by Student Teachers," Journal of Teacher Education, 10:22-27, March, 1959. Lofthouse, Yvonne, Chapter VI, Section 2, 4lst Yearbook of the Association for Student Teaching, The Out- look in Student Teaching, The Association, Cedar Falls, Iowa: 1962, p. 144. Maley, Donald. "Student Teaching in Industrial Arts: A Study of Selected Problems with Recommendations for Their Treatment," Unpublished Ed.D. Disserta- tion, University of Maryland, 1949, listed in le- sertation Abstracts, a Guide to Dissertations and Monographs Available in Microform, No. 17, 1950. McConnell, Gaither, "They Helped Us But--," Journal of Teacher Education, 11:84-86, March, 1960. McCurdy, B.A. "A Study of the Availability of Certain Basic Experiences Provided Off-Campus Student Teachers in Terms of Indicated Needs," Unpublished Ed.D. Dissertation, Indiana University, 1962, listed in Dissertation Abstracts, a Guide to Dissertations and Monographs Available in Microform, XXII, 1962. McGrath, G.D. "Ossification Dangers in Teacher Education," Education, 70:147—149, Nov., 1949. Michener, James H. In Service Growth of Social Studies Teachers, Tenth Yearbook of the National Council for the Social Studies, 1939, pp. 5-6. Miller, Starr, "Some Problems of Teaching as Confronted by Teachers and Student Teachers with Reference to the Teacher Education Program at Bessie Tifts College," Unpublished Ed.D. Dissertation, Duke University, 1953, listed in Dissertation Abstracts, a Guide to Dissertations and Monographs Available in Microform, XIV, 1954. Morrison, James H. "Developing Skills in Teaching," Journal of Teacher Education, 13:82-84, March, 1962. Price, Robert D. "The Influence of Supervising Teachers," Journal of Teacher Education, 12:471-475, Dec., 1961. Rucker, W. Ray. "Trends in Student Teaching, 1932-1952," Journal of Teacher Education, 4:261-263, December, 1953. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 66 Sargent, William T. "Student Teaching in Off-Campus Pro- grams in Industrial Arts. A Survey Directed Toward Identifying Qualifications and Responsibilities of Industrial Arts Supervisors and Cooperating Teachers, and Toward Evaluating Industrial Arts Off- Campus Student Teaching Activities," Unpublished Ed.D. Dissertation, Wayne State University, Detroit, Michigan, 1956, listed in Dissertation Abstracts, a Guide to Dissertations and Monographs Available in Microform, XVII, 1957. Shunk, Bernadine. Chapter 2, The Supervisinngeacher, 38th Yearbook of the Association for Student Teaching, Cedar Falls, Iowa: The Association, 1959, pp. 42-44. Shumsky, Abraham, and Walter 1. Murray, "Student Teachers Explore Attitudes Toward Discipline," Journal of Teacher Education, 12:453-457, Dec., 1961. Smith, Edward W., Krause, Stanley W., and Atkinson, Mark M. The Educator's Encyclopedia, Prentice Hall, Inc., Englewood Cliffs, N.J., 1961, pp. 256—257. Stratemeyer, Florence B. and Lindsey, Margaret. Working with Student Teachers, Bureau of Publications, Teachers College, New York: Columbia University, 1958, pp. 95-96. Suggs, Mary Frances. "Persistent Problems of Teachers," Unpublished Ed.D. Dissertation, Indiana University, 1955, listed in Dissertation Abstracts, a Guide to Dissertations and Monographs Available in Microform, XVI, 1956. Taylor, Gem Kate. "Factors in the Decision to Become a Supervising Teacher," Peabody Journal of Education, 38:351-352, May, 1961. Travers, Rabinowitz, and Nemovicher, "The Anxieties of a Group of Student Teachers," In Travers, Rabinowitz, Nemovicher, and Ventur, Exploratory Studies in Teacher Personality, New York City Colleges, Divi- sion of Teacher Education, Office of Research and Evaluation, 1953, (Research Series No. 14, pp. 45-51). " \ Trimmer, Russell L. "Student Teachers Talk Back," Journal of Teacher Education, 11:537-538, Dec., 1960 O Trimmer, Russell L. "Tell Us More Student Teachers," Journal of Teacher Education, 12:229-231, June, 1961. 41. 42. 43. 44. 45. 67 —. Veselak, Kenneth E. "Supervising Student Teachers," ngh Points, 43:56-59, Dec., 1961. Ward, Ted; What Makes the Difference?, East Lansing, Wey. Wey, Michigan: Michigan State University Press, 1958, 27 pp. Herbert W. "A Study of the Difficulties of Student Teachers as a Basis for Improving Teacher Education," Educational Administration and Supervision, Vol. 37, No. 2, (Feb., 1951), pp. 101-102. Herbert W. "A Study of the Difficulties of Student Teachers and Beginning Teachers in the Secondary Schools as a Basis for the Improvement of Teacher Education With Particular Reference to the Appala- chian State Teachers College," Unpublished Ed.D. Dissertation, Indiana University, 1955, listed in Dissertation Abstracts,ja Guide to Dissertations and Monographs Available in Microform, XVI, 1956. Wilkinson, Rachel D. "Student Teaching Experiences," Journal of Teacher Education, 9:363-369, Dec., 1958. CHAPTER IV ANALYSIS OF OUTCOMES AND OBJECTIVES This chapter concerns the verbalized expected and actual outcomes of student teachers as expressed by them on a ques- tionnaire which was administered before and after student teaching. The relation between outcomes and the objectives of the student teaching program were analyzed. A. Descriptions of the Population Used in the Study The subjects of this study were all second semester industrial arts education juniors or first-semester seniors who were enrolled in student teaching during the second, third, or fourth quarters of the school year 1962-1963. They had completed all of the basic technical course work, the academic and methods courses, and were physically and scholastically eligible for student teaching. At the time of the pre-test administration they had known of their speci- fic student teaching assignments for approximately one month and may have visited their cooperating schools, although this was not a specific requirement. The supervising teachers to whom they were assigned had a minimum of three years of successful teaching, most of them possess 68 69 the masters degree, and their years of experience as cooper- ating teachers ranged from one year to thirty-two years. Of the five college professors responsible for the super- vision of student teachers in the industrial arts education division, two of them had been awarded the doctorate, one had all but the dissertation completed and two were in the "post masters degree" category. B. The Student Teaching Program at Buffalo, Industrial Arts Education Division The student teaching program consisted of a split nine- week semester when students attained junior standing. The semesters at Buffalo are eighteen weeks long and the profes- sional sequence (consisting of methods courses and student teaching) at this level was as indicated in the following excerpt taken from the 1961-62 General Catalog. Division A (Student teaching - First Nine Weeks * THIRD YEAR First Second Course Titles Semester Semester I.A. 311 Principles and Practices X of Industrial Arts FIRST NINE WEEKS I.A. 411 Student Teaching X SECOND NINE WEEKS I.A. 312 Principles and Practices X of Industrial Arts FOURTH YEAR I.A. 411 Student Teaching . X SECOND NINE WEEKS I.A. 412 Laboratory of Industrial X Arts Teaching *Note: The above includes only the methods courses and student teaching. For a listing of other college courses offered, see the college catalog. (1:185-186) 70 Division B (Student teaching — Second Nine Weeks) THIRD YEAR . . First Second Course Titles Semester Semester I.A. 311 Principles and Practices X of Industrial Arts FIRST NINE WEEKS course work on campus X SECOND NINE WEEKS I.A. 411 Student Teaching X FOURTH YEAR FIRST NINE WEEKS I.A. 312 Principles and Practices X of Industrial Arts SECOND NINE WEEKS I.A. 411 Student Teaching X I.A. 412 Laboratory of Industrial X Arts Teaching ( ) 1:185-186 All industrial arts students take course I.A. 311 for a full semester the beginning of their junior year. Students who fell into Group A (shown on page 69) fol- lowed a schedule in which their first student teaching experience came during the first half of the second semester of their junior year. The second half of the second semester they took course I.A. 312. During their senior year this group had their second student teaching assignment during the first nine-weeks of the first semester, coming back on campus the second nine weeks for concentrated course work. This left the second semester of the senior year, for course I.A. 412, Laboratory in Industrial Arts Teaching. 71 Students who fell into Group B (shown on the preceding page) had the same sequence of courses and student teaching, alternating quarters with the Division A group. In effect then, each industrial arts student, commencing with the junior year, enrolled in a sequence of professional courses and student teaching as follows: 1. Full semester professional course I.A. 311 2. Student teaching for nine weeks (first experience) 3. Nine weeks professional course I.A. 312 4. Student teaching for nine weeks (second experience) 5. Full semester professional course I.A. 412 All course work was done on campus and all student teaching was done full—time, off campus. The present study was based upon a population drawn from the student body under the above program. A total of one hundred and four (104) students were involved and of this total thirty-six (36) students were in their first nine- weeks student teaching assignment and sixty-eight (68) were in their second nine-weeks student teaching assignment. \ C. Expected Outcomes The questionnaire (Form A) completed by all of the stu- dent teachers on the day preceding their student teaching experience required that they think ahead into the student teaching experience and indicate what they hoped to learn 72 from a) the supervising teacher, b) the college supervisor, c) the principal, and d) other teachers on the staff of the cooperating school to which they were assigned. A total of one thousand ninety seven (1,097) items were tabulated and are shown in Table I in descending rank order. Frequency of response and the per cent of the total items were also indicated. The items included in the table were referred to as "expected outcomes" or those concerns which students verbalized on the day preceding their entry into student teaching. All of the responses from the four cate-m gories were included in this listing and the average number of expected outcomes equalled 10.55 per student. Sample responses included in each category will be found in Appendix C. Most beginning student teachers enter into the student teaching experience with mixed emotions. Their methods courses have made an impact, comments from former student teachers, and their own feelings of adequacy or inadequacy are directly involved. In addition, most students are hope- ful of acquiring certain skills and information related to teaching. Table I reveals the expected outcomes held by the group of students represented in this study. The frequency column in Table 1 indicated the number of times an expected outcome appeared in the questionnaires which was classifiable under the heading indicated in the column at the left. The percentages show the portion of 73 TABLE I EXPECTED OUTCOMES VERBALIZED BY PROSPECTIVE STUDENT TEACHERS, FREQUENCY OF MENTION, PERCENTAGE OF TOTAL RESPONSES, AND RANK OF EACH OUTCOME Rank Expected Outcome Frequency Percentage 1 Techniques of teaching 195 17.77 2 Behavior, discipline 113 10.30 3 Knowledge of teacher's role 108 9.84 4 Guidance in learning how to teach 94 8.56 5 Knowledge of school curriculum, 76 6.92 organization of 6 Laboratory organization, operation, 48 4.37 management 7 Constructive criticism 47 4.28 8 Relptions with students, knowledge of 45 4.10 tiem 9 Honest appraisal of progress and ability 44 4.01 10 Subject matter knowledge, technical 43 3.91 skills 11 Professional relations with staff and 39 3.55 community 12 Long-range planning, course development 37 3.37 13 Attitudes toward teaching 25 2.27 14 Critical self-analysis 22 2.00 15 Principal's authority and relations 21 1.91 with staff and students 16 Evaluation of students 20 1.82 17 *Lesson planning 20 1.82 18 Learn about administration 20 1.82 19 Support and acceptance 19 1.73 20 Educational philosophy, professional 14 1.27 attitude 21 *Audio-visual and use of teaching 13 1.18 . materials 22 Confidence 12 1.09 23 See what teachers are really like 8 .72 24 Praise and encouragement 7 .63 25 Help me to mature 3 .27 26 How to improve industrial arts 2 .18 27 Observation of good teaching 1 .09 28 Help with case study 1 .09 Totals 1097 100.00 *These may be thought of as subheadings of "techniques of teach- ing” but are listed separately to indicate specific concerns which were verbalized by some students. Similar instances will be noted in each of the succeeding tabulations. See appendix C for sample res- ponses. 74 the total responses classified into the specific category represented by the rank order number assigned to it. For example: Rank Expected Outcome Frequency Percentage 1 Techniques of teaching 195 17.77 Rank 1 means that this category was mentioned most often. Frequency 195 means that reference to this category was made 195 times. Percentage 17.77 - there were 1,097 total items listed by the 104 student teachers, therefore, fre- quency divided by total number of outcomes equals the per- centage of the total number of outcomes listed under the heading of "techniques of teaching". Similar treatment was given all of the other categories listed in the table. The percentages appearing in Table I should not be thought of as the per cent of student teachers mentioning each concern. If the total number (1,097) of items included on the questionnaire can be thought of as indicating the total concern expressed by the students in this study, then each category (ranks 1 through 28) represents a portion of this total concern. Factors revealed in Table I: 1. "Techniques of teaching" represented the category of expected outcomes mentioned most frequently. Almost 18 per cent of the total responses came under this heading. 2. Student teachers expressed almost equal concern in the areas of "behavior and discipline" (10.30 per cent); 75 "knowledge of teacher's role" (9.84 per cent); and "guidance in learning how to teach" (8.56 per cent). 3. Almost 7 per cent of the responses appeared under the heading of "knowledge of the school curriculum, and organization of it". 4. More than 50 per cent (53.39) of the total expected outcomes as listed by prospective student teachers were in the following five categories: Expected Outcomes Percentage a) Techniques of teaching 17.77 b) Behavior, discipline 10.30 c) Knowledge of teachers 9.84 role 53.39 per cent d) Guidance in learning 8.56 how to teach. e) Knowledge of school, 6.92 curriculum, organi- zation of ° 5. Only two responses out of 1,097 expressed the hope to learn "how to improve industrial arts teaching"---.l8 per cent. 6. Less than 2 per cent of the responses centered around the area of "lesson planning". 7. Less than 5 per cent of the responses centered around the area of "laboratory organization, operation, and management". 8. Less than 2 per cent of the total expected outcomes, as listed by prospective student teachers, were in each of the following areas: 76 a) Evaluation of students (1.82 per cent) b) Learning about administration (1.82 per cent) c) Educational philosophy, professional attitude (1.27 per cent d) Audio-visual and use of teaching materials (1.18 per cent) 9. Some factors thought to be important in the program of preparation of teachers were not mentioned frequently as expected outcomes by this group of student teachers. Namely, ranks: (8) "Relations with students, knowledge of them" (4.10 per cent), (13) "Attitudes toward teaching" (2.27 per cent), and (20) "Educational philosophy, professional atti— tude" (1.27 per cent). D. Actual Outcomes Further analysis of the above data was made in a subse- quent section dealing with a comparison of verbalized ex- pected and actual outcomes. Therefore, in order to set the stage for such a comparison, Table II which represents treat- ment similar to that used in Table 1 follows. Table 11 represents the rank order of "Actual Outcomes" with fre— quencies and percentages included. It will be noted that the total number of actual outcomes recorded is 921, which represents a decrease of 176 over the recorded number of expected outcomes. This fact might indicate that student teachers did not actually realize the number of expectations which they held prior to beginning the student teaching experience. ‘- , ll :7 III“ III! (ll... ll ‘1 ’1 III II I 77 TABLE II ACTUAL OUTCOMES VERBALIZED BY STUDENT TEACHERS, FREQUENCY OF MENTION, PERCENTAGE OF TOTAL RESPONSES, AND RANK OF EACH OUTCOME Rank Outcome Frequency Percentage 1 Techniques of teaching 163 17.69 2 Behavior, discipline 118 12.81 3 Knowledge of teacher's role 92 9.98 4 Guidance in learning how to teach 51 5.53 5 Laboratory organization, operation, 48 .5.21 management 6 Professional relations with staff and 46 4.99 community 7 Relations with students and knowledge 44 4.77 of them 8 Long-range planning, course development 35 3.80 9 Subject matter knowledge, technical 34 3.69 skills 10 *Lesson planning 34 3.69 11 Knowledge of school curriculum, 32 3.47 organization of 12 Support and acceptance 30 3.25 13 *Audio-visual and use of teaching 26 2.82 devices 14 Constructive criticism 24 2.60 15 Honest appraisal of progress and ability 24 2.60 16 Confidence 19 2.06 17 Evaluation of students 15 1.62 18 Educational philosophy, professional 15 1.62 attitude 19 Learn about administration of the school 13 1.41 20 Critical self-analysis 12 1.30 21 See what teachers are really like 11 1.19 22 Attitude toward teaching 10 1.08 23 Praise and encouragement 9 .97 24 Help me mature 6 .65 25 Principal's authority and relations 6 .65 with staff 26 Observation of good teaching 2 .21 27 Importance and significance of 2 .21 industrial arts. Totals 921 100.00 *See footnote, page 73, Chapter IV. 78 The explanation which accompanied Table I applies to Table II, with the exception that the data included in Table II was secured from the student teachers on the day following the completion of their student teaching assign- ment. This table contains the students verbalized actual outcomes. They were asked to reflect back upon their stu- dent teaching experience and to indicate the things which they gig learn from the: a) supervising teacher, b) college supervisor, c) principal, and d) other teachers on the staff of the cooperating schools to which they were assigned. All of the responses from the four categories were included in this listing and the average number of actual outcomes equalled 8.66 per student. (The number of expected outcomes per student was 10.55). Examination of Table II revealed the following: 1. "Techniques of teaching" was the area which ranked highest, approaching 18 per cent (l7.69 per cent) of the total number of actual outcomes reported by the students in this study. 2. Almost 13 per cent (12.81 per cent) of the total ' number of responses were in the category of "behavior and discipline". 3. Slightly more than 50 per cent (51.22 per cent) of die total number of responses fell under the following categories: 79 Actual Outcomes Percentage a) Techniques of teaching 17.69 b) Behavior, discipline 12.81 c) Knowledge of teacher's role 9.98 d) Guidance in learning how to teach 5.53 e) Laboratory organization, operation, 5.21 management 4. only two responses (.21 per cent) were related to "observation of good teaching". 5. A total of fifteen responses, (1.62 per cent) re- ferred to student teachers having received "praise and" encouragement" or having been helped to mature. 6. Approximately equal numbers of responses were eli— cited in the categories of: a) "professional relations with staff and community", and b) "relations with students and knowledge of them", (4.99 per cent and 4.77 per cent, res- pectively). 7. An almost equal number of responses were in each of the following categories: Actual Outcomes Percentage a) Long-range planning, course 3.80 development b) Subject matter knowledge, 3.69 technical skills c) Lesson planning 3.69 d) Knowledge of school curriculum, 3.47 organization of e) Support and acceptance 3.25 8. A definite change took place in the ranking of several of the actual outcomes when compared with expected outcome 8 . 80 It should be re-emphasized that the percentages shown in the preceding ranking denoted the portion of the total number of outcomes reported by the students in the study. They did not indicate the number of students who reported outcomes in each of the ranks. This approach was used in the belief that it would be more meaningful to deal with percentages of the total number of responses. E. Expected Outcomes Compared with Actual Outcomes The rankings of verbalized outcomes, expected and actual, are shown in Table III. The arrows connecting the numbers of the two columns indicate the direction of movement of the item from the expected to the actual outcome column. The first four expected outcomes: (1) "techniques of teaching; (2) behavior and discipline; (3) knowledge of teacher's role; and (4) guidance in learning how to teach", retained the same relative positions in the actual outcome ranking. This seemed to indicate that the expectations were satisfactorily met. At any rate, the actual outcomes in these four categories were ranked highest in number of res- ponses included on the post student teaching questionnaire. 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The remaining six objectives received only 37.10 per cent and 35.24 per cent respectively of expected and actual outcome responses. The emphasis of the majority of students, as indicated by their verbalized expected and actual outcomes, was in the direction of the first three objectives which deal primarily with specifics of teaching; i.e., techniques, responsibilities, and child growth and development (behavior). Desire to learn about "becoming acquainted with the role of the school; knowledge of methods and materials of teaching; and assuming the responsibilities of a regular classroom teacher;" (objectives 4, 5, and 6) were not of sufficient concern to consist of more than 26.57 per cent of total expected outcome responses and 23.20 per cent of total actual outcome responses. Objectives, (7) "extend knowledge of the subject area; (8) further develop a philosophy of education; and (9) de- velop an experimental and creative attitude," comprised 10.45 per cent of the total expected outcome responses and 11.91 per cent of the total actual outcome responses. 92 G. Summary Acquisition of the knowledges, skills, abilities, traits, characteristics, and understandings included or implied in all of the objectives of the student teaching program as listed, is considered essential for the prospective teacher of industrial arts education. An over—emphasis on a few of these objectives, resulting in scant attention to the others, does not assure student acquisition of the essentials from each. This may result in poorly equipped individuals enter- ing the teaching profession. The fact that this study revealed a greater number (1,097) of expected outcomes than it did actual outcomes (921) was indicative of a need for examination of the em- phasis placed on certain aspects of the pre-professional phase of the program as well as the student teaching phase. After analysis of other data concerning individuals and aspects of the existing student teaching program, specific proposals will be made for improving that program. BIBLIOGRAPHY 1. State University of New York College of Education at Buffalo, 1961-1962 General Catalog, Volume XXIV, No. 3, Buffalo 22, New York, pp. 185-186. 93 CHAPTER V EXPECTED AND ACTUAL OUTCOMES IN RELATION TO PERSONNEL IN THE PROGRAM The present chapter concerns the verbalized outcomes which students held specifically for the supervising teacher, college supervisor, principal, and other teachers. Differ— ences were indicated with respect to expected and actual outcomes verbalized by the students. This chapter will clarify some of the role expectations for individuals con— nected with programs of student teaching. A. Expected and Actual Outcomes Related to the Supervising Teacher 1. Expected outcomes Question 1A on the pre-test requested students to list those things which they hoped to learn from their supervising teacher during the student teaching period. Their responses are referred to as "expected outcomes". Four hundred seventy—nine (479) items, an average of 4.6 per student, were reported and classified into eighteen (18) categories. These were included in Table VI, page 95. The frequency column indicated the number of students who included the item in their response to the question. The per cent of 94 95 TABLE VI EXPECTED OUTCOMES RELATED TO THE SUPERVISING TEACHER ANSWERS TO THE PRE-TEST QUESTION "WHAT DO YOU HOPE TO LEARN FROM THE SUPERVISING TEACHER?" Rank Expected Outcome Frequency Percentage of of Response Students, N=104 1 Techniques of teaching 103 99.04 2 Behavior, discipline 73 70.19 3 Laboratory organization, operation, 48 46.15 management 4 Subject matter knowledge, 41 39.42 technical skills 5 Knowledge of teacher's role 37 35.58 6 Relations with students, knowledge 33 31.73 of them 7 Guidance in learning how to teach 31 29.81 8 Planning for teaching, course 30 28.85 develOpment 9 Critical self-analysis 18 17.31 10 Evaluation of students, tests 17 . 16.35 11 Educational philosophy, profes- 9 8.65 sional attitude 12 *Audio-visual and use of teaching 8 7.69 aids l3 *Lesson planning 8 7.69 14 Professional relations with staff 7 6.73 and community 15 Confidence 7 6.73 16 Knowledge of school, curriculum 6 5.77 organization of 17 How to improve industrial arts 2 1.92 18 **Observation of good teaching 1 .96 Totals 479 *see footnote, page 73, Chapter IV. **the emphasis may have been on the observation rather than good teaching. Most students seem to want the Opportunity to teach. 96 total students indicating concern in each area was reported and the expected outcomes were ranked in descending order. Examination of Table VI revealed that "techniques of teaching" was ranked first among the listing of expected outcomes held for the supervising teacher. One hundred and three (103) out of one hundred and four (104) or 99.04 per cent of the students expressed a concern in this area. The concern for help and guidance in the area of "be— havior and discipline," ranked second, with 70.19 per cent of the group mentioning it in their responses to question A. This percentage was lower than that reported for rank 1, but represented almost three—fourths of the student teachers. Primary concern centered around these two major areas. Less than 50 per cent (46.15 per cent) of the students expressed a concern for learning about "laboratory organiza- tion, operation, and management". "Subject matter knowledge, technical skills; and knowledge of teacher's role," ranked fifth and sixth with 39.42 per cent and 35.58 per cent respectively. Ranks 6, 7, and 8 were expected outcomes held by similar percentages of the group. Rank 6, "relations with snudents, knowledge of them" by 31.73 per cent; rank 7, "guidance in learning how to teach" by 29.81 per cent; and rank 8, "planning for teaching, course development" by 28.85 per cent. 97 A wide variation occurred between ranks 8 and 9 with only eighteen students or 17.31 per cent indicating an ex- pected outcome related to "critical self-analysis". Similarly, seventeen students, or a percentage of 16.35 included "evaluation of students," as an area of expected outcomes. Only 8.65 per cent of the students verbalized expected outcomes in the area of "educational philosophy, professional attitude". Eight students (7.69 per cent) included reference to outcomes related to learning about. "audio-visual and use of teaching aids," and the area of "lesson planning".* Seven students expressed a desire to learn about "professional relations with staff and community," from their supervising teacher, and a like number hoped to gain "confidence" from him. Gaining "knowledge of the school, its curriculum, and organization" ranked sixteen out of eighteen, and was an area of concern expressed by 5.77 per cent of the total group. "How to improve industrial arts" was a matter of con- cern expressed by two out of one hundred and four students. One expected to "observe good teaching". There was little doubt concerning the major areas for which the students in this study held expectations from their supervising teachers. These areas were: 1) "techniques of teaching," and 2) "behavior, discipline". "How to improve *See footnote, page 73, Chapter IV. 98 ' industrial arts," and "observation of good teaching," were the categories for which the fewest expectations were reported. 2. Actual outcomes Table VII, page 99 contains the rank order, frequencies, and percentages of actual outcomes reported by the student teachers. This table contains their responses to Question A Form B (post—test) of the questionnaire. ("....what are some....things which you have learned from the....Supervis- ing Teacher?") Four hundred sixteen (416) actual outcomes were recorded and represented sixty-three fewer actual out- comes than expected outcomes. Student teachers verbalized more expectations than satisfactions from the supervising teacher. They held an average of 4.6 expected outcomes per student. Actual outcomes were only 4.0, a difference of .6 outcomes per student. Of the actual outcomes verbalized by the students upon completion of their student teaching, all were classifiable into the same categories used for the expected outcome listing, with the exception of those outcomes related to "negative learning" and "no criticism at all". These ranked 15.5 and 18 respectively, in a ranking of twenty categories, with percentage of students reporting them as 5.97 per ' cent and 3.85 per cent respectively. 99 TABLE VII ACTUAL OUTCOMES RELATED TO THE SUPERVISING TEACHER ANSWERS TO THE POST- TEST QUESTION "WHAT DID YOU LEARN FROM THE SUPERVISING TEACHER?" _ Frequency Percentage of Rank Actual Outcomes of Response Students, N=104 1 Techniques of teaching 82 78.85 2 Behavior, discipline 60 57.69 3 Knowledge of teacher's role 49 47.11 4 Laboratory organization, operation, 48 46.15 management. 5 Subject matter knowledge, technical 32 30.77 skills 6 Relation with students, knowledge 31 29.81 of them 7 Planning for teaching, course 14 13.46 development 8 Evaluation of students 14 13.46 9 *Audio- visual and use of teaching 14 13.46 materials 10 *Lesson planning 11 10.58 11 Educational philOSOphy, profes- 10 9.61 sional attitude 12 Critical self-analysis 9 8.65 13 Professional relations with staff 9 8.65 and community 14 Confidence 8 7.69 15 Guidance in learning how to teach 6 5.77 16 Negative learning 6 5.77 17 Knowledge of school, curriculum, 5 4.81 organization of 18 No criticism at all 4 3.85 19 Observation of good teaching 2 1.92 20 Importance and significance of 2 1.92 industrial arts Totals 416 *see footnote, page 73, Chapter IV. 100 In Table VII, the two categories ranked first and second were: (1) "techniques of teaching," 78.85 per cent; and (2) "behavior, discipline," 57.69 per cent. Rank 3 "knowledge of the teacher's role,“ and rank 4 "laboratory organization, operation, management," were reported by an almost equal portion of the students, 47.11 per cent and 46.15 per cent respectively. Less than half the students reported that they acquired help from their supervising teachers concern— ing these two categories. "Subject matter knowledge, technical skills" was ranked fourth and "relation with students, knowledge of them" was ranked fifth. Percentages for these two categories were, 30.77 and 29.81 respectively. Less than one-third of the student teachers said they had learned things from.their supervising teachers related to these two categories. "Planning for teaching, course development; evaluation of students; and audio-visual and use of teaching materials" shared eighth rank, each with a response of 13.46 per cent. Rank 10 was "lesson planning," rank 11 was "educational philosophy, professional attitude". These two categories were mentioned as actual outcomes from the supervising teacher by 10.58 per cent and 9.61 per cent respectively. Approximately one out of every ten student teachers felt he had acquired help with "lesson planning and educational philosophy and professional attitudes". Slightly more than 8 per cent (8&5) of the students reported actual outcomes related to "critical self—analysis 101 and professional relations with staff and community". "Con- fidence" was an area in which 7.69 per cent of the group felt they had received help. "Guidance in learning how to teach" was reported by only 5.77 per cent of the student teachers. Less than 5 per cent (4.81) of the students verbalized actual outcomes relating to "knowledge of school, curriculum, organization of". Two students reported having "observed good teaching". Two students said they had learned about the "importance and significance of industrial arts". 3. Comparison of ranked outcomes and changes in rank Figure 2, page 102,indicated that several changes in rank occurred in the comparison of ranks held by categories in the expected outcomes column, as compared with those same categories in the actual outcomes column. Five cate— gories retained the same rank, six categories moved up and six moved down in the actual outcomes listing. Those which remained the same included the following: (rank numbers precede each category), 1. "techniques of teaching, 2. behavior and discipline, 6. relations with students and knowledge of them, 8. planning for teaching, course development, 11. educational philosophy and profes- sional attitude". The greatest downward change in rank occurred in "guidance in learning how to teach," which ranked seventh 102 RANKED OUTCOMES Expected Actual 1 _.w -1. _ .s 1 2 ,_. 2 3111“ \ 3 4.l_i~__ _ -4 3 “I ‘-> 4 5 ‘ 71/ ‘ - ‘ ‘ “>5 6 -___-.l — -— .1 > 6 7 ’8 8 . 1- 1-- .5) ' 8 9~ ,-«*"” 8 \_\_~ , ’ 10 Axugx // ,10 11 i i 7, 5:731:31- >11 12.5;,2,;2:”’1 -‘ f3 ..‘>g12.5 12.56 7 . * I, 112.5 14.5; 1;- j,“ 7 _-- . > 14 14.5* ‘»4 (15.5 16 , In ,, (15.5 17 5 . 17 18—~~H_ Imwpflgg. 193 V 5 '19.5 FIGURE 2 CHANGES IN RANK OF EXPECTED AND ACTUAL OUTCOMES RELATED TO THE SUPERVISING TEACHER 103 under expected outcomes and 15.5 in the actual outcomes list- ings. This is a drop of 8.5 ranks. It appears, from their verbalized expectations and satisfactions, that students expected a great deal more help in this area from the super- vising teacher than they actually received. (This relatively large difference might also be due,in part, to the fact that "guidance in learning how to teach" may be considered as a summary term which would include several of the other categories of outcomes. Therefore, students who did not feel completely satisfied concerning this item, would tend not to include it in their statements of actual outcomes to the same extent that they did in their expected outcome listing. The greatest upward change in rank orders occurred with the category of "audio-visual and use of teaching aids" which moved from rank 12.5 in expected outcomes to rank 8 in actual outcomes. This represented an upward movement of 4.5 positions. The total rank changes, as depicted in Figure 3 indicated that the general movement was downward. There were a total of 16.5 changes downward and 13 changes upward. Five positions remained the same. A general relationship, between expected and actual outcomes verbalized by the students in relation to the supervising teacher, was indicated by the rank position changes. 104 4. Comparison ofppercentages of expected and actual outcomes In Chapter IV percentage comparisons were made using the total number of responses from the subjects of the study. This procedure was followed to indicate the nature and degree of intensity with which expected and actual outcomes were held by the students. The treatment utilized in the present chapter to com- pare outcomes related to the specific individuals with whom student teachers came in contact was different. The tabula- tions of expected and actual outcomes revealed the per cent of students who held similar views. Figure 3, paget105, reveals the relationship which existed between the percent- ages of the group and their expected and actual outcomes. Although 99.04 per cent of the student teachers said they expected to learn about "techniques of teaching" from their supervising teachers, only 78.85 per cent indicated that they actually did. Another wide discrepancy existed in the category of "behavior and discipline". The tabulation of expected out- comes in this area amounted to 70.19 per cent of the group, while actual outcome tabulation showed only 57.69 per cent. This represents a difference of minus 22.50 per cent between expected and actual outcomes. "Laboratory organization, operation, management" was included by 46.15 per cent of the student teachers as an area of expected outcomes. Exactly the same percentage of Mmmo¢MH UZHmH>mmmDm MZH zomm mmZOUHDO HH umuamco “mm mwmm .wuocuoom mama MCHLonu poow mo :0Hum>ymm£o .wH muwm HmHuumstH o>ouaEH cu 30m .NH mo COHuMNHcmwuo .Hoocow mo wwpoH30cM .oH mucoaaucoo .mH nEsHslo—uso quCJEEoo vcm Nanom LuH3 mcowumHmu HMCOwaowoum .qH wcwccmHn :OmmmH%.mH mva wchommu mo mm: paw HmsmH>uoHp:<%.NH mvsuHuum Hmcon «mmmoua .xza0moHHcm HMCOHumospm .HH mucwpsum mo coHuwsHm>m .oH memHmCMIMHom HonuHuo .m ucoanHo>mv omusoo .mCHLomou pow wCHccmHm .w Ludou 0» 30: wcH:HMmH CH monocwsu .N Ewcu mo wwvoH3ocx .mucmpsum LHHB mcowumeM .o wHou m.uo:owou mo empoH3ocx .m wHHHxm Hmowcsomu .mwpmH30cx umuume oommnsm .q acmEowmcwE :oHBMHoao .coHumNHcmmuo >u0umuoan .m oCHHaHome .uoH>m:mm .N wcHsommu mo mmschcooH .H moEoouso 106 the group included it as an area of actual outcomes. Of the eighteen categories, this is the only instance where such a relationship occurred. Almost 40 per cent (39.42) of the students hoped to learn about "subject matter knowledge, technical skills," 30.77 per cent indicated that they actually did. "Knowledge of the teacher's role" was the category which showed the greatest increase in actual outcomes over expected outcomes. There were 35.58 per cent of the students who expected to learn about this area from the supervising teacher, but 47.11 per cent (an increase of 11.53 per cent) indicated that they actually did. The percentage increase of actual outcomes over expected outcomes in other cate- gories follows: Percentage of In- Expected-Outcomes crease for Actual Outcomes Audio-visual and use of teaching aids 5.77 - Lesson planning 2.89 Professional relations with staff and 1.92 community Confidence .96 Observation of good teaching .96 Educational philosophy, professional .96 attitude Approximately one-third of the student teachers (31.73 per cent) hoped to learn about "relations with students, knowledge of them," 29.81 per cent (minus 1.92) indicated that they actually did. "Guidance in learning how to teach" was the category which revealed the largest variation between reported expected and actual outcomes. Expected outcomes 107 were held by 29.81 per cent of the group and actual outcomes reported were only 5.77 per cent. This represented a per— centage difference of minus 24.04 per cent. Another category Which indicated wide variation was "planning for teaching, course development"._ While 28.85 per cent of the students held expected outcomes in this area, only 13.46 per cent reported actual outcomes in it. This difference amounted to minus 15.39 per cent. "Critical self-analysis" was reported by 17.31 per cent of students as an area of expected outcomes, 8.65 per cent reported it in actual outcomes. "Evaluation of students" revealed a close relationship between expected and actual outcomes, 16.35 per cent and 13.46 per cent respectively. Only 5.77 per cent of the students expressed expected outcomes in the area of "knowledge of school, curriculum, and organization," while 4.81 per cent verbalized actual outcomes in this category. \ Of the one hundred and four students in the study, one expressed a desire to learn about "how to improve industrial arts" from his supervising teacher. None of the students reported an actual outcome related to this area. B. Expected and Actual Outcomes Related to the College Supervisor 1. Expected outcomes Question ch1the pre-test, requested that students list those things which they hoped to learn from their 108 college supervisor during the student teaching period. Two hundred eighty—five (285) items were reported and were clas- sified into twenty-two (22) categories. This was an average of 2.74 items per student. Table\UJJg page 109, contains the number of students who indicated expected outcomes, the percentage of the total group indicating expected outcomes, and the rank order for each category. 6 "Techniques of teaching" was ranked first among the listing of expected outcomes held for the college supervisor. Slightly more than one-half (52.88 per cent) of the students expressed a concern in this area. "Constructive criticism" ranked second in the listing of expected outcomes of the college supervisor with 44.23 per cent of the students including it in their responses to the pre-test question B. Third ranked, with 42.31 per cent of the group reporting it, was the category of "honest appraisal of my progress and ability". A considerable gap in percentage of students reporting existed between the third and fourth ranked categories. "Guidance in learning how to teach" ranked fourth and included 27.88 per cent of the students. ‘ "Behavior and discipline" ranked fifth, with 14.42 per cent of the students including it. Help with "lesson planning" and "relations with students" ranked 6.5 in ex- pected outcomes, and were included by 11.54 per cent of the students in the study. 109 TABLE VIII EXPECTED OUTCOMES RELATED TO THE COLLEGE SUPERVISOR ANSWERS TO THE PRE—TEST QUESTION ' ”WHAT DO YOU HOPE TO LEARN FROM THE COLLEGE SUPERVISOR?" Rank Expected Outcomes Zie;::ncy gercentage :f / u ponse tudents, N 104 1 Techniques of teaching 55 52.88 2 Constructive criticism 46 44.23 3 Honest appraisal of my progress 44 42.31 and ability 4 Guidance in learning how to teach 29 27.88 5 Behavior, discipline 15 14.42 6 *Lesson planning 12 11.54 7 Relations with students 12 11.54 8 Someone to confide in 9 8.65 9 Relations with staff 8 7.69 10 Organization for teaching, planning 7 6.73 11 Praise and encouragement 7 6.73 12 Knowledge of teacher's role 6 5.77 13 Relations with supervising teacher 6 5.77 14 Educational phiIOSOphy, profes- 5 4.81 sional attitude 15 Confidence 5 4.81 16 *Audio-visual and teaching aids 5 ’.81 17 Critical self-analysis 4 3.85 18 Techniques of student evaluation 3 2.88 19 Help'me mature 3 2 88 20 Subject matter knowledge 2 1.92 21 Knowledge of school, organization of 1 .96 22 Help with case study 1 .96 Totals 285 *see footnote, page 73, Chapter IV. 110 The remaining categories, from rank 8 through 22, (as shown in Table VIII), were reported by a small percentage of the students. There were 8.65 per cent who held expected outcomes related to "someone to confide in;" 7.69 per cent for "relations with staff;" 6.73 per cent for "organization for teaching" and "praise and encouragement;" 5.77 per cent - for "knowledge of teacher's role" and "relations with super- vising teacher;" 4.81 per cent for each of the following: "educational philosophy and professional attitude, confidence, and audio-visual and teaching materials". Only 3.85 per cent included "critical self-analysis;" 2.88 per cent indi- cated "techniques of student evaluation" and "help me mature". Two students (1.92 per cent) expected to learn "subject matter knowledge" from the college supervisor. One expected to gain "knowledge of the school and its organization" and "help with the case study". It is apparent that although there was a wide range of expected outcomes which student teachers held for the college supervisor, the major concerns were grouped into four categories. The first four ranks under expected out— comes shown in Table VIII, page 109, were: (1) "techniques of teaching; (2) constructive criticism; (3) honest appraisal of progress and ability; and (4) guidance in learning how to teach". The percentage of responses in the remaining eighteen categories never approached those reported for the first four ranks. lll 2. Actual outcomes The actual outcome listing on Table IX, page 112,_was established from data derived from student responses to Question B on the post—test which asked them to list those things which they had learned from their college supervisor. "Techniques of teaching" ranked number one, with 64.42 per cent of the students reporting actual outcomes related to it. A difference of 39.38 per cent existed between ranks one and two. Only 24.04 per cent of the students reported learnings related to the category of "constructive criticism," yet this category ranked second under actual outcomes. Ranks 2, 3, 4, and 5 were similar in the number of stu- dents reporting outcomes. Twenty-five (24.04 per cent) included items related to "constructive criticism" which ranked second, and twenty-four (23.08 per cent) included items related to "honest appraisal of progress and ability," which ranked third. "Lesson planning" ranked fourth with twenty-three students (22.11 per cent) responses in that category, and "organization for teaching, planning" ranked fifth with twenty—one students (20.19 per cent). "Behavior, discipline" ranked sixth with 14.42 per cent of the students indicating actual outcomes related to this area. The next two categories "relations with students" and "guidance in learning how to teach," received equal percentages of responses, 13.46 per cent, and were ranked at 7.5. "Audio—visual and teaching materials" was ranked - . ad. 411. I}. I: . 112 TABLE IX ACTUAL OUTCOMES RELATED TO THE COLLEGE SUPERVISOR ANSWERS TO THE POST—TEST QUESTION "WHAT DID YOU LEARN FROM THE COLLEGE SUPERVISOR?" Rank Actual Outcomes Frequency Percentage Of of Response Students, N=104 1 Techniques of teaching 67 64.42- 2 Constructive criticism 25 24.04 3 Honest appraisal of my progress 24 23.08 and ability 4 *Lesson planning 23 22.11 5 Organization for teaching, planning 21 20.19 6 Behavior, discipline 15 14.42 7 Guidance in learning how to teach 14 13.46 8 Relations with students 14 13.46 9 *Audio-visual and teaching materials 12 11.54 10 Confidence 11 10.58 11 Relations with staff 9 8.65 12 Praise and encouragement 9 8.65 13 Relations with supervising teacher 8 7.69 14 Knowledge of teacher's role 7 6.73 15 Help me mature 6 5.77 16 Educational philosophy, profes- 5 4.81 sional attitude 17 Someone to confide in 2.88 18 Critical self-analysis 3 2.88 19 Not much help at all 2 1.92 20 Subject matter knowledge 2 1.92 21 Didn't spend enodgh time with me 2 1.92 22 Techniques of student evaluation 1 .96 Totals 283 *see footnote, page 73, Chapter IV. 113 ninth with 11.54 per cent of the students indicating actual outcomes from the college supervisor. Eleven students (10.58 per cent) stated that "confidence" was an area in which they felt they had received help. The categories of "relations with staff" and "praise and encouragement" received equal percentages of student responses. This was 8.65 per cent, and the ranks assigned were 11.5 out of a total of twenty-two. Ranks 13 through 15 represent categories of actual outcomes mentioned by eight or fewer students. The remaining categories represent actual outcomes verbalized by three or fewer students. The categories were: "someone to confide in; critical self-analysis; subject matter knowledge; and techniques of student evaluation". Two students indicated that the college supervisor was "not much help at all" and two felt that he "didn't spend enough time with me". The greatest emphasis expressed by the student teachers concerning actual outcomes from the college supervisor was in "techniques of teaching". "Constructive criticism" ranked second, followed by "honest appraisal; lesson plan- ning; and organization for teaching, planning". These categories represented areas where the largest number of actual outcomes were verbalized by students after completion of one student teaching assignment. 114 The total number of verbalized expected outcomes for the college supervisor was 285, actual outcomes numbered 283. The figures for the supervising teacher were 479 and 416 re- spectively,indicating that students expected and received more nelp from the supervising teacher than from the college supervisor. 3. Comparison of ranked outcomes and changes in rank Figure 4, page 115, indicates that a number of changes in rank occurred from the expected to the actual outcome listing. Five ranks moved upward while eleven moved down- ward. Four categories which maintained the same rank were:’ 1. "techniques of teaching; 2. constructive criticism; 3. honest appraisal of my progress and ability; and 20. sub- ject matter knowledge". "Someone to confide in" ranked eighth in expected out— comes and 17.5 in actual outcomes. This represented a drop of 8.5 ranks. There were 8.65 per cent of the students who included this area in their expected outcome responses. Only 2.88 per cent included it in the actual outcome response. Almost twenty-eight per cent (27.88) of the students expected help in the category of "guidance in learning how to teach" and ranked this as item four in expected out- comes. Only 13.46 per cent mentioned it as an actual out— come and its rank fell to 7.5, which represented a drop of 115 RANKED OUTCOMES Expected Actual 1_.________."i____ .iii__li l- -._ V/ H 2 ,_ - 2 3 3 4 »- ,3.) 4 5 H:ITT\:41‘ .75 6.5 ,~' ’ _ ' 7 1) 6 6.5 777‘7’ :7.5 8 -7.5 9 “\ / - 9 .g‘\ - / 4 10.5 ‘. “ 1 10 / ‘ 7/ 10.5 11.5 12.5 _ 11 5 12.5 1,“76‘777 - 2 13 15 y F 14 15 7 ‘715 15 ‘ 16 17 .___2 u_ -. 17.5 z’+ 18.5 17 5 18.5 20 20 - .) 20 21.5 20 21.5 ‘\22 FIGURE 4 CHANGES IN RANK OF EXPECTED AND ACTUAL OUTCOMES RELATED TO THE COLLEGE SUPERVISOR 116 3.5 ranks. Approximately one—half of those who expressed a desire for help in this category actually received it. "Techniques of student evaluation" ranked eighteenth in the expected outcomes listing, dropped to twenty-second (the lowest rank) in the actual outcome list. A few student teachers expected help from the college supervisor in the area of "student evaluation" but fewer received such help. The remaining downward changes in rank amounted to changes of one, or one and a half, ranks. The following categories showed an upward change in rank: "Lesson planning" moved from rank 6.5 to rank 4 in actual outcomes. The number of students who reported help in "lesson planning" from the college supervisor almost doubled the number who expected such help. "Organization for teaching, planning" was ranked 10.5 in the expected outcome listing and moved up to rank 5 in the actual outcome list. This represented a change of 5.5 positions. Three times the number of students who had ex- pected help in this area reported having actually received it. "Audio—visual and teaching materials and confidence" held 15th rank in the expected outcome list and moved upward to ranks 9 and 10,respectively, in the actual outcome listing. "Help'me mature" ranked 18.5 in the expected outcome listing and moved upward 3.5 ranks to 15th in the actual outcome column. 117 Changes in rank, of expected outcome categories listed for the college supervisor, showed the greatest variation in ranks 4, 6.5, 8, 10.5, 15, and 18.5. An upward movement occurred in ranks 6.5, 10.5, 15, and 18.5 amounting to a total of 21.5 position changes. Downward movement occurred in ranks 4, 5, 6.5, 8, 9, 10.5, 12.5, 15, 17, and 18.5 for a total of 26.0 position changes. 4. ‘Comparison of percentages of expected and actual outcomes Reference to Figure 5, page 118, reveals the relation- ship which existed in percentages, between the expected and actual outcomes as verbalized by the students in reference to learnings expected and realized from the college super- visor. The twenty-two categories were listed, the shaded bar following each item represents the per cent of students who held expected outcomes in that category. The unshaded bar represents the per cent of students who verbalized actual outcomes related to that category. With the exception of the first four items, the per cent of students who reported expected and actual outcomes was low for the majority of the categories listed. In some areas, the percentages for expected outcomes exceeded actual outcomes, in others, the reverse was true, and in a few areas percentages remained equal. Those categories in which a greater number of students verbalized expected outcomes than were reported as actual outcomes were as follows: ll. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. OKDOONOM Outcomes Techniques of teaching Constructive criticism . Honest appraisal of my progress and ability Guidance in learning how to teach Behavior, discipline .*Lesson planning Relations with students Someone to confide in Relations with staff Organization for teaching, planning Praise and encouragement Knowledge of teacher's role Relations with supervising teacher Educational philosophy, professional attitude Confidence *Audio-visual and teaching materials Critical self-analysis Techniques of student evaluation Help me mature Subject matter knowledge Knowledge of school and organization of ' Help with case study 118 ,w-W -w W M“- - “0.....- I ' fl 7 v . . . l . . A A A yw—‘y’, O-mv--—r<<: ,"/ , 3 \\\ /:>‘\\\ “‘5.,/ / 4 __..._:>.._.,/._’.. -_ . ‘EN‘ _-_-- ’ ’“".’ 4 2. \ ./ / / / ”' , >\ ‘ 5 - /’ ,-/' x " 5 6 / ' H 6 /// 7 /” , _ 7 “AK/Ax ”’2' 8 ‘ _ _ . 8 fF/ifr’fi— .7 T r -7. 9 ‘” 9 10 - - — 10 11 ~HH.. ’ ll 12 ’ 7 -- 12 FIGURE 6 CHANGES IN RANK OF EXPECTED AND ACTUAL OUTCOMES RELATED TO THE PRINCIPAL 129 Five ranks moved upward from expected outcome position to actual outcome position. The most significant upward move was made by the category "don't expect much contact or much help". This item ranked 5th in expected outcomes mentioned by fifteen students (14.42 per cent) and moved up to rank 1 in the actual outcome listing with fifty-five students (52.88 per cent) including it in their responses on the post-test. "Cooperation and guidance" ranked 6th in expected out— comes and moved up three ranks to 3rd position in the actual outcomes column. "Advice about discipline and behavior," which ranked 8th in expected outcomes, moved upward to rank 2 in the actual outcome listing. This represented a move of six ranks upward. Rank 12, "constructive criticism, teaching hints," in expected outcomes, became rank 7 in actual outcomes. One student indicated an expected outcome in this area, eight students mentioned actual outcomes related to this category. There appeared to be little or no correlation between the expected and actual outcomes relating to the principal of the cooperating school, as‘expressed by the students in this study. Of the first eight ranks in expected outcomes, all but one showed upward or downward movement of three ranks or more in the actual outcome listing. 130 4. Comparison ofjpercentages of expected and actual outcomes Figure 7, page 131, reveals the relationship which existed between the percentages of expected and actual out— comes, as verbalized by students in this study, in reference to learnings expected and realized from the principal of their cooperating school. The twelve categories were listed in rank order by per cent of expected outcomes. There were eight categories where expected outcomes_ex- ceeded actual outcomes and four categories where a reversal of this situation occurred. Expected outcomes exceeded actual outcomes in the following categories: 1. "School organization, policies," 53.88 per cent of the students expected help in this area, 11.54 per cent received it. 2. "The teaching profession, role of the teacher," 27.88 per cent of the students expected help in this area, 9.61 per cent reported actual outcomes related to it. 3. "Relations with staff and students, authority," 20.19 per cent of the students indicated expected outcomes relating to this area, 5.77 per cent included it in their actual outcomes. 4. "Learn about administration, problems of," 19.23 per cent of the students expected help in this area, 12.50 per cent reported actual outcomes related to it. 131 HHuosuumcoo .NH fl mHHana smmw .. usonm COHumEHONCH paw mpuoomu Hoocom .HH BASIS: kuHCDEEou mo mwpwH3ocx .OH xsssssissw wocMumooow paw anomasm .m m. NVNNNNNNNNNE uoH>msmn paw mcHHaHome usonm moH>o< .w nmmmnummummmm meta Hmuuumsecn co m3wu> m.HmaHo:Hum .R m wocprsw paw :0Humumaooo .o H- 1.1 1 n q n... .13 ..Awdxw... «Ruth. «Nikwugwnfln puy -. ‘L“ I m M NO meHnoum .coHumuuchHEpm uzonw cuwmq . . muHcsaaoo .mucwpsum paw mmmum LuHS mcowumHmm .m umzommu ecu mo mHou .COHmmmmoua wcHsomou mLH .N mmHoHHoa .GOHHMNHcmwuo Hoocom .H mmEoouso 132 5. "Principal's views on industrial arts," 11.54 per cent of the students held expectations in this category, 1.92 per cent included it in their actual outcomes. 6. "Support and acceptance," 8.65 per cent of the students indicated expectations in this area, 6.73 per cent reported actual outcomes related to it. 7. "Knowledge of community," and "school records and information about pupils," expected outcomes were indicated by 5.77 per cent and 1.92 per Cent of the students, respec- tively. Actual outcome percentages were 2.88 per cent and .96 per cent, respectively. Actual outcomes exceeded expected outcomes in the following categories: 1. "Don't expect much contact or much help," 14.42 per cent of the students held expectations of this type for the principal, 52.88 per cent (increase of 38.46) reported actual outcomes related to it. 2. "Cooperation and guidance," indicated as an expected 'outcome by 12.50 per cent of the students, 13.46 per cent reported it in their actual outcome listing. 3. "Advice about discipline and behavior," included in expected outcomes by 9.61 per cent of the students, re— ported as an actual outcome by 16.35 per cent (increase of 4.64). 4. "Constructive criticism, teaching hints," one stu— dent (.96 per cent) held expectations for this area, eight students (7.69 per cent) reported this area in actual outcomes. 133 5. Summagy There was little direct relationship between expected and actual outcomes held for the principal of the c00pera- ting school by the students in this study. All of the actual outcome percentages were low, with the exception of the percentage indicated for number five in Figure 7, page 131. D. Expected and Actual Outcomes Related to the Other Teachers on the Staff of the Cooperating78chool 1. Expected outcomes Table XII, page 134, contains a listing of expected outcomes revealed by student responses to Question E on the pre-test. Question E was, "What do you hope to learn from other teachers on the staff of the cooperating school to which you are assigned?" , Two hundred twenty-five (225) items were tabulated from which thirteen categories were established. These categories were presented in descending rank order, the number and per cent of students reporting similar expected outcomes were indicated. An average was recorded of 2.16 expected out- comes per student, from other teachers. Examination of Table XII revealed that "techniques of teaching, and teacher's role and the profession" ranked lst and 2nd among the list of expected outcomes verbalized by students in relation to what they hoped to learn from other teachers. There were 35.58 per cent and 31.73 per cent, respectively, of the students indicating such outcomes. 134 TABLE XII EXPECTED OUTCOMES RELATED TO OTHER TEACHERS ANSWERS TO THE PRE-TEST QUESTION "WHAT DO YOU HOPE TO LEARN FROM OTHER TEACHERS?" Frequency Percentage of Rank Expected Outcomes of Response Students, N=104 1 Techniques of teaching 37 35.58 2 Teacher's role and the profession 33 31.73 3 Attitude toward teachers 25 24.04 4 Help in learning to become a teacher 21 20.19 5 Attitude toward industrial arts 19 18.27 and its place in the curriculum 6 How to handle pupils, discipline 18 17.31 7 Relations with other teachers 17 16.35 and community 8 Help with case study, knowledge 13 12.50 of pupils 9 Acceptance as a colleague 12 11.54 10 School organization, policies, 9 8.65 salaries 11 See what teachers are really like 8 7.69 12 Learn about extra curricular 7 6.73 activities 13 Don't expect much contact or much 6 5.77 help Totals 225 135 "Attitude toward teaching, and help in learning to be- come a teacher" were categories ranked 3rd and 4th. Similar percentages of students indicated expected outcomes related to these areas, 24.04 and 20.19 per cent, respectively. Ranks 5, 6, and 7 were expected outcomes held by similar percentages of the group: rank 5, "attitude toward industrial arts and its place in the curriculum" by 18.27 per cent; rank 6, "how to handle pupils, discipline" by 17.31 per cent; and rank 7, "relations with other teachers and com- munity" by 16.35 per cent. "Help with case study, knowledge of pupils" ranked 8th with 12.50 per cent of the students reporting expected outcomes related to this category. "Acceptance as a colleague" ranked ninth with 11.54 per cent of the students verbalizing expected outcomes related to this area. The remaining four ranks (10 through 13) were categories of expected outcomes verbalized by less than ten per cent of the students in this study. They were as follows: rank 10, "school organization, policies, salaries" 8.65 per cent; rank 11, "see what teachers are really like" 7.69 per cent; rank 12, "learn about extra-curricular activities" 6.73 per cent; rank 13, "don't expect much contact or much help" 5.77 per cent. Table XII contained a number of expectations which students held for other teachers and indicated that they had a definite role to play regarding the student teacher. 136 2. Actual outcomes Student responses to the post-test question, "What did you learn from the other teachers on the staff of the cooperating school to which you were assigned?", were re— ported in Table XIII, page 137. Two hundred thirty-one (231) actual outcomes were tabulated. This amounted to 2.22 verbalized actual outcomes per student or .06 per cent more than the number of verbalized expected outcomes per student. The actual outcome categories listed in Table XIII are not separated by wide percentage variations. The first five ranks in actual outcomes show that only one student difference existed between each of them. The percentages for each of these ranks was similar though lower than those reported in the expected outcome listing. Approximately equal numbers of students verbalized actual outcomes for the following five categories: (1) "how to handle pupils, discipline; (2) learn about extra-curricu- lar activities; (3) relationships with other teachers, community; (4) teacher's role‘and the profession; (5) accep- tance as a colleague". The percentages of students who reported the above ranged from 25.96 for rank 1 to 22.11 for rank 5. Similarily, ranks 6, 7, and 8 indicated that almost equal numbers of students verbalized actual outcomes for each category. Rank 6 was "techniques of teaching" with 137 TABLE XIII ACTUAL OUTCOMES RELATED TO OTHER TEACHERS ANSWERS TO THE POST-TEST QUESTION "WHAT DID YOUILEARN FROM OTHER TEACHERS?" Frequency Percentage of Rank Actual Outcomes of Response Students, N=104 1 How to handle pupils, discipline 27 25.96 2 Learn about extra-curricular 26 6 25.00 activities 3 Relationships with other teachers, 25 24.04 community 4 Teacher's role and the profession 24 23.08 5 Acceptance as a colleague 23 22.11 6 Techniques of teaching 20 19.23 7 Help in learning to become a 17 16.35 teacher 8 Not much contact, not much help 15 14.42 9 Attitude toward industrial arts, 13 12.50 its place in the curriculum 10 School organization, policies, 12 11.54 salaries 11 See what teachers are really like 11 10.58 12 Attitude toward teaching 10 9.61 13 Help with case study, knowledge 8 7.69 of pupils Totals 231 138 19.23 per cent of the students holding expectations related to this area. Rank 7 was "help in learning to become a teacher" with 16.35 per cent, rank 8 was "not much contact, not much help" with 14.42 per cent. The remaining five categories of actual outcomes related to other teachers are as follows: rank 9, "attitude toward industrial arts, and its place in the curriculum" 12.50 per cent; rank 10, "school organization, policies, salaries" 11.54 per cent; rank 11, "see what teachers are really like" 10.58 per cent; rank 12, "attitude toward teaching" 9.61 per cent; and rank 13, "help with case study, knowledge of pupils" 7.69 per cent. Students' verbalized outcomes indicated that they acquired help from other teachers on the staff of the cooperating school. The totals of expected and actual out- comes showed that there were a greater number of satisfac- tions than expectations. Fifteen students (14.42 per cent) reported that they did not have much contact with other teachers. 3. Comparison of ranked outcomes and changes in rank Figure 8, page 139, provides a graphic representation of the changes in rank which occurred from the expected to the actual outcome listing. The tworankingswere almost totally different. Rank 10, "school organization, policies, salaries" and rank 11, "see what teachers are really like" 139 RANKED OUTCOMES Expected Actual 10 11 12' 13 FIGURE 8 CHANGES IN RANK OF EXPECTED AND ACTUAL OUTCOMES RELATED TO OTHER TEACHERS 140 were the only two categories which retained the same rank for both expected and actual outcomes. Of the remaining eleven ranks, five moved up and six moved down for a total movement of twenty-eight rank positions downward and twenty-eight upward. "Learn about extra-curricular activities" ranked 12 in expected outcomes and moved up to rank 2 in actual outcomes. This represented the largest upward movement. All of the categories in the first five ranks in ex- pected outcomes, plus rank 8, fell to lower positions in actual outcomes. These were: "techniques of teaching,"' which ranked lst in expected outcomes and 6th in actual out- comes; "teacher's role and the profession," which ranked 2nd in expected outcomes and 4th in actual outcomes; "atti- tude toward teaching," ranked 3rd in expected outcomes and 12th in actual outcomes. Rank 4, "help in learning to be- come a teacher" and rank 5, "attitude toward industrial arts and its place in the curriculum" dropped to ranks 7 and 9, respectively, in the actual outcome listing. The largest downward movement occurred with "attitude toward teaching" which fell from rank 3 in eXpected outcomes to rank 12 in actual outcomes. Categories which moved upward in rank from expected to actual outcomes were as follows: "how to handle pupils, discipline," from 6th place to lst; "relations with other teachers and community," from 7th place to 3rd; "acceptance 141 as a colleague," from 9th place to 5th; "learn about extra- curricular activities," from 12th place to 2nd; and "don't expect much contact or much help," from 13th place to 8th. Analysis of Figure 8 revealed that the top ranked items in expected outcomes fell to lower positions. Almost all of the items which ranked near the bottom of the expected outcome listing moved upward in the actual outcome column. There was little apparent direct relationship between the student's expected and actual outcomes as related to other teachers on the staff of the cooperating school. 4. Comparison ofgpercentages of expected and actual outcomes Figure 9, page 142, proVides a graphic representation of verbalized outcomes and the per cent of students who said they had expected or received help related to each of them. There were six categories where verbalized expected outcomes exceeded actual outcomes and seven categories where actual outcomes exceeded expectations. EXpected out- comes exceeded actual outcomes in the following categories: 1. "Techniques of teaching," 35.58 per cent of the students eXpected help in this area, 19.23 per cent said they had received it. 2. "Teacher's role and the profession," 31.73 per cent of the students held expectations in this area, 23.08 per cent reported actual outcomes. moEoouso Hmsuo< WI. 4 mmEoouso pmuomaxm .mfifl 142 mMmEUHuum umHsoHuusonmuuxm unonm cude mxHH NHHmwu mum mumsowou umrs mmm mmHumHmm .mmHoHHoa .coHumNchwuo Hoorom mswmeHoo w mm mocmuamoo< mHHmna mo mwpmHzocx .mpsum mmmo :uHB mHmm zuH::EEoo pew mumrommu nocuo :uHB mcoHumHmm mCHHmHome .mHHasa oHpcms cu 30m EsHaoHuuso msu cw mumHa muH paw muum HmHuumsch pumBOu opsuHuu< werewou m mEoomn ou wchummH :H aHmm wcHrommu pumzou mpsuHuu< conmmmoum «nu paw mHou m.um:uMmH wCHsommu mo mechsomH mmEoouso .mH .NH .HH 143 3. "Attitude toward teaching," 24.04 per cent of the students held expectations related to this area, 9.61 per cent reported actual outcomes. 4. "Help in learning to become a teacher," 20.19 per cent of the students said they expected help in this area, 16.35 per cent received help. 5. "Attitude toward industrial arts and its place in the curriculum," 18.27 per cent of the students held expec- tations in this area, 12.50 per cent reported actual out- comes here. 6. "Help with case study, knowledge of pupils," 12.50 per cent held expected outcomes for this area, 7.69 per cent reported actual outcomes. The categories in which actual outcomes exceeded ex- pected outcomes were: ‘ 1. "How to handle pupils, discipline," 17.31 per cent of the students reported expectations in this area, 25.96 per cent reported actual outcomes. 2. "Relations with other teachers and community," 16.35 per cent of the students held expected outcomes, 24.04 per cent reported actual outcomes in this area. 3. "Acceptance as a colleague," 11.54 per cent of the students‘ verbalized expected outcomes in this area, 22.11 per cent reported actual outcomes. 4. "Learning about extra-curricular activities," 6.73 per cent of the students held expected outcomes, 25.00 per \ cent reported related actual outcomes. 144 5. "Don't expect much contact or much help," 5.77 per cent of the students indicated expectations in this area, 14.42 per cent reported related actual outcomes. E. Summary of Total Expected and Actual Outcomes in Relation to Personnel in the Student Teaching Program Data was presented and comparisons made between ex— pected and actual outcomes of student teachers in relation to the personnel with whom they came in contact during student teaching. Outcomes were compared as they related to: a) the supervising teacher, b) the college supervisor, c) the principal, and d) the other teachers on the staff of the cooperating school. The total number of outcomes verbalized by the students for each of the above were included in the following listing: TOTAL NUMBER OF VERBALIZED OUTCOMES Total Number of Total Number of Expected Outcomes Actual Outcomes Supervising Teacher 479 416 College Supervisor 3 285 283 Principal 194 148 Other Teachers 225 231 The number of expected outcomes which students held for the college supervisor were considerably fewer than those held for the supervising teacher but actual outcomes ' - were almost equal. 1 145* MW? Students verbalized almost as many expected and actual outcomes for other teachers as they did for the college supervisor. Expected outcomes were sixty fewer and actual outcomes fifty—two fewer, than those reported for the college supervisor. the students were in relation to the principal. The fewest expected and actual outcomes verbalized by Thirty- one fewer expected outcomes were held for him than were held for other teachers. Major expected and actual outcomes as verbalized by the students for the personnel with whom they came in con- tact during student teaching were presented in descending rank order in the following groupings: SUPERVISING TEACHER Major Expected Outcomes Techniques of teaching Behavior, discipline Laboratory, organization, operation, management Subject matter knowledge, technical skills Knowledge of teacher's role Major Actual Outcomes Techniques of teaching Behavior, discipline Knowledge of teacher's role Laboratory organization, operation, management Subject matter knowledge, technical skills I48 COLLEGE SUPERVISOR Major Expected Outcomes 1. Techniques of teaching 2. Constructive criticism 3. Honest appraisal of my progress and ability 4. Guidance in learning how to teach 5. Behavior, discipline Major Actual Outcomes 1. Techniques of teaching 2. Constructive criticism 3. Honest appraisal of my progress and ability 4. Lesson planning 5. Organization for teach- ing, planning PRINCIPAL Major Expected Outcomes 1. School organization, policies 2. The teaching profession, role of the teacher 3. Attitude toward teaching 4. Learn about administra- tion, problems of 5. Don't eXpect much contact or help Major Actual Outcomes 1. Very little contact, very little help 2. Advice about discipline and behavior 3. Relationships with other teachers, community 4. Learn about administra- tion, problems of 5. School organization, policies of OTHER TEACHERS Major Expected Outcomes 1. Techniques of teaching 2. Teacher's role and the profession 3. Attitude toward teaching 4. Help in learning to be- come a teacher 5. Attitude toward indus- trial arts and its place in curriculum Major Actual Outcomes 1. How to handle pupils, discipline 2. Learn about extra-cur- ricular activities 3. Relationship with other teachers, community 4. Teacher's role and the profession 5. Acceptance as colleague CHAPTER VI EXPECTED AND ACTUAL OUTCOMES, ATTITUDES AND INTENT TO TEACH Introduction The preceding chapter contained an analysis of the verbalized outcomes indicated by the student teachers both before and after student teaching. A composite list of outcomes was developed, as well as a breakdown of the out- comes which were related to each of the following: a) Supervising Teacher, b) College Supervisor, c) Principal, and d) Other Teachers. The information presented indicated the specific expected outcomes verbalized by students just prior to student teaching. The specific actual outcomes, as verbalized by them upon completion of student teaching, were also revealed. Two basic questions were answered: (1) What are the ex- pected and actual outcomes of,student teachers as stated by them just prior to and immediately following one student teaching experience? and (2) Do student teachers receive the amount and kinds of help and guidance they expect from the people with whom they will come in contact during student teaching? I49 150 Since the data indicated that differences existed between expected and actual outcomes as verbalized by the students, it seemed necessary to investigate two additional aspects. The student teacher's attitude toward youngsters and his commitment to teaching were felt to be aspects which, if analyzed, could help clarify the reasons for some of the. differences. The Minnesota Teacher Attitude Inventory was the instru- ment used to measure attitude. (This instrument is designed to measure those attitudes of a teacher which predict how well he will get along with pupils in interpersonal relation- ships.) A structured, commitment to teaching item, was included on both questionnaires. These were used to secure data which enabled the researcher to answer the remaining two questions in the study. The questions were: (I) Do students with high positive MTAI scores verbalize different expected and actual outcomes than students with low negative MTAI scores? and (2) Do students who say they intend to teach prior to student teaching possess different expected and actual outcomes from those who say they do not intend to teach? A. Attitude Scores and Verbalized Outcomes The procedure used to ascertain the expected and actual outcomes for the high and low MTAI scorers was similar to that used in Chapter IV where outcomes were compared with objectives. A master list of expected outcomes was developed 151 from all of the responses students had included on their questionnaires. A list of actual outcomes was also developed. In the treatment of the data in Chapters IV and V, all of the student responses were analyzed and used in the development of the tables and figures, as well as in the analysis of them. In this chapter only the upper and lower portions of the population, as determined by MTAI scores, were used. An equal number of student questionnaires was used for each category. There were twenty—two (22) students in the high positive MTAI score group and twenty-two (22) in the low negative MTAI score group. The high MTAI students attained scores within a range of plus 41 to plus 88, while the low MTAI scores ranged from minus 43 to minus 11. The mean and median score for each was indicated below: Mean Median High MTAI +47.50 +57.27 Low MTAI —l9.50 -23.85 1. Expected outcomes and attitude scores Table XIV, page 152, contains a listing of expected out- comes as verbalized by the high and low MTAI groups. Fre- quency of response was indicated along with the percentage of the total number of expected outcomes reported by each group. There was a total of 218 expectations held by the high MTAI group and 223 for the low MTAI group. 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Ho.H mucopsum tam Hmwum :DHZ msoHumHou pcm zquocusm m.HmaHocHum mN.m N©.N mo.m Nw.H mCHccde commoqt omwucoopom ommucoopom mwwucmouom owmucwopom mmEoouso moEoouso moEoouso moEOouso stuo< pouoodxm stuo< wouooax pproopcs who we moEoouso Hmsuo< pcm wouoodxm Lowou oH pcoucH uoc ow oLB mucopzum wH mucopsum HH< HH deeho H adore QmQHUmQZD mz< x0 IUx mamf lessons; corrective criticism; advice which will be beneficial to me; suggestions which will be practical and beneficial; Relations with students, knowledge of them: "abilities of students; their abilities at different grade levels, their interests, their attitudes; how—to gain respect of pupils; the type of work I can expect from pupils; how I should act with pupils; how to conduct myself with pupils; how students react to my teaching methods-discipline methods; what kids at this grade level are capable of doing; are needs of students being met; gain an understanding of pupils; what pupils want and expect from a teacher; how friendly can you be with pupils; 10. ll. 12. 13. 225 Honest appraisal of progress and ability: "do I have the qualities to become an industrial arts teacher; areas in which further development and emphasis should be placed; emphasis upon personal evaluation; if I have the ability to become a teacher who will be a benefit to the teaching profession; his judgement of my class presentations; his evaluation of me in general; evaluation of my performance; receive just criticism; his honest opinion of my teaching; a personal expression and general overview of my student teaching progress; where my weak and strong points lie; Subject matter knowledge, technical skill: "I wonder if I know the subject matter well enough; learn about finishing procedures more thoroughly; hope to_expand my knowledge of the areas I.student teach in; gain ability and manipulative skills; learn more about graphic arts and mechanical drawing; helpful hints on different opera- tions in the shop; more about electronics; Professional relations with staff and community: "how to gain respect of teachers; how I should act with teachers; how to conduct myself with other teachers; creating good relations with faculty and staff; how to get along with other members of the profession; relations with teachers; how friendly; conduct toward other teachers; how to conduct myself with other teachers; how to behave and act in the community, the school, and at professional meetings; Long-range planning, course development: "course content; determining subject matter suited to students; how to plan a term's work; how to develop a course of study; ideas for setting up data for courses; how to plan a curriculum; how he organizes and plans for the year; long-range course planning; course of study development; facts about course of study making; Attitudes toward teaching: "attitudes toward teaching; teacher attitudes; learn about the teaching profession and some of the major gripes, also good points; their attitude toward the teach- ing profession; development of a professional attitude; what teachers think of teaching for their life's work; 14. 15. 16. 17. 18. 226 Critical self—analysis: "awareness of and improvement of personal qualities; effective use of suggestions to improve all phases of my work; learn to recognize my weaknesses and imprové upon them; to learn what I'm doing wrong in my teaching; learn how I can improve and excel as a teacher; to learn to analyze and discover my own weaknesses; how to evaluate myself and my progress; I hope to find what professional qualities that I must improve on; learn what my faults are; Principal's authority and relations with staff: "how much authority does the principal have; what are his relations with the other teachers; authority of principal in regard to discipline; ways principal handles staff meetings; role of the principal; his views toward the rest of the faculty; Evaluation of students: "how to properly evaluate students; how to test and evaluate students and their work; how to evaluate indus- trial arts pupils in the upper grades; methods of pre- paring tests, grading projects, recording grades; dif- ferent methods of recording grades; different methods of testing; learn more about how to establish grades; learn about testing procedures; how to grade students and their work; Lesson planning: "lesson planning; how to prepare for lessons and demon- strations; proper way to prepare lessons; proper method of setting up lesson plans; learn how to prepare myself for lesson presentation; advice on lesson planning; how to organize and select lesson content; guidance in lesson planning; Learn about administration of the school: "how a school is run; learn about the school and how it operates; the administration of the school and all its departments; how a good high school is run; administra- tive responsibilities of various staff members, principals, vice-principals, teachers; routine of school administra- tion; awareness of administrative duties; 19. 20. 21. 22. 23. 227 Support and acceptance: "support and acceptance; hope to have support from him if and when I need it; understanding; hope he will treat me as a regular teacher; most of all I hope he is under- standing; understanding in certain situations; acceptance and assistance; a feeling of acceptance as one of them; a welcome to and an acceptance to the school; a feeling of belonging; friendship and acceptability, equality; Educational philosophy, professional attitude: "views toward teaching, students, industrial arts; personal satisfaction in teaching; what they think of industrial arts; the old school of industrial arts compared with the new philosophy; philosophy of education; his views on teaching and methods; his philosophy of indus- trial arts and education; the general climate of opinion among industrial arts teachers with respect to other teachers, the administration, the school, the taxpayer, the parent, the pupils, industrial arts, and himself; Audio—visual and use of teaching materials: "significance and use of teaching aids; teachin aids; use of teaching aids - a) overhead projector, b opaque projector, c) use of blackboard, etc.; use of teaching aids with every lesson; gain insight into use of audio— visuals; new devices and teaching materials; various teaching materials that may be used; aids to teaching; visual aids and their proper use; blackboard technique; Confidence: "a feeling of confidence in what I'm doing; confidence in teaching; hope to have him on my side to help me feel capable; feeling of confidence and approval; hope he will make me feel at ease; hope to be helped to acquire con- fidence in my ability to teach; See what teachers are really like: "their personalities; different views of life; teacher decorum; what are teachers really like; learn more about the teacher's role and what they are like; requirements to be a teacher; for the first time I hope to be able to see what teachers are really like; 228 Praise and encouragement: "praise when I need or deserve it; reassurance and en- encouragement to improve my teaching abilities; being recognized as having some good points; someone to tell me when I do well and help me in the rough spots; encouragement and a pat on the back once in a while; Help me to mature: "help me mature and make up my mind more about teaching; hope to mature in my judgment and behavior; help me to become a better and more mature person; How to improve industrial arts: "new ideas for industrial arts content and teaching methods; a) research, b) experimentation; methods of im- proving industrial arts; Observation of good teaching: "I hope to be able to observe good teaching; Help with case study: "help in getting necessary data for the case study;