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Abstract
AbstractIn order to measure attitude changes as a function of studying and as a function of teaching the Minnesota Teacher Attitude Inventory (MTAI) was administered to fifty-two students in an experimental fifth-year graduate program in elementary education. Three test administrations followed the structure of the program: (1) before classes began, (2) after completing the academic program, (3) following a 4 Vi -month internship. During the academic program MTAI scores increase significantly, attitudes become more tolerant and more child-centered. In contrast, attitudes decline during the internship. Frustration in the internship is significantly correlated with a decrease in MTAI scores. Being placed in an inner city school or a school in a lower socio-economic neighborhood is not significantly correlated with a decrease in MTAI scores.
Published Version
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