Abstract
A year-long, clustered student teaching program is examined over a two-year period for influence upon pre-service teacher attitudes toward education. The Educational Preference Scale is used in a pre- and post-design, and results are interpreted with reference to the theory of cognitive dissonance. Relationships between student teacher satisfaction with the field-based program and student teacher and supervising teacher attitudes toward education are documented. The relationship between educational attitudes of supervising teachers and the degree to which those teachers are perceived by student teachers as effective supervisors is discussed.The data, collected from 123 student teachers, 42 supervising teachers, and 3 schools, suggest that previous studies of attitudinal change during field placements have neglected the influence of long-term placements, multiple supervisors, and steady versus conflicting ideological pull. Total attitude change on the part of student teachers emerges as a function of the i...
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
