An Objective and Empirical Study of the Effects of Laboratory Experience in a Professional Education Course Prior to Student Teaching

Abstract

tions that she is willing to attempt in her teaching, the energy with which the charges are pursued, and the learning that takes place (1). The attitude of the prospective teacher would seem to loom as a vital determinant in predicting the success of a teacher as attested by the fore going statement. Considerable research has been done to mea sure the effect of student teaching upon the atti tude of teaching candidates during student teach ing. These reports indicate that student teaching is probably in many respects the most important single course in the professional preparation of teachers. Since student teaching is largely a laboratory-type course and so significant in the education of teachers, it appears then that pre sident teaching courses with laboratory experi ences would also improve a teacher's preparation. Therefore, the purpose of this research is to de termine attitudinal changes of teaching candidates that resulted from laboratory experiences when these experiences are a featureof a pre-student teaching course, Human Growth and Development.