Preparation of Teachers and Specialists for Guidance Service

Abstract

Material on this topic in the field of elementary education is very scarce. Two studies relate to the training of teachers to deal with personality adjustments. Rivlin (17) reported that training of teachers for this responsibility is lacking. He says that the best methods should involve (a) careful selection of teachers; (b) the organization of all activities, classroom and extra-classroom, of the teacher in training so that they will contribute to the development of the teacher's own personality; and (c) special courses dealing with personality problems of children that would enable the teacher to deal intelligently with certain personality problems and make her aware of her own limitations and to know when to seek the assistance of a specialist. In discussing the in-service training of teachers for dealing with personality problems, Koch (13) wisely said that there is no one best method of helping teachers to understand the personalities of their pupils. The initial selection of the teacher is basic. Courses in child psychology, child development, behavior problems, and guidance are only the beginning; these must be followed by in-service training. For this she suggested as valuable: lectures, reading materials, study and conference groups, case conferences, demonstration teaching, participation in preparing records and record forms, surveys, extension and summer-school courses in psychology, education, and case work. The American Association of Visiting Teachers (2) has formulated professional requirements for visiting teachers who are now, in fact, the guidance specialists in many elementary schools. The following are the chief requirements: (a) a bachelor's degree; (b) sufficient credits in education to enable the visiting teacher to work effectively in schools; fifteen credits were suggested; (c) suggested courses in education include history and philosophy of education, progressive methods, classroom management, supervision and improvement of instruction, tests and measurements, problems of children, educational psychology, child study, psy-