The ‘back‐to‐square‐one’ phenomenon: teacher‐college students’ and practising teachers’ changes in opinions and reactions

Abstract

The teacher‐education literature abounds in studies the findings of which show that general attitudes to education and teaching acquired during pre‐service education undergo rapid erosion once graduates become practising teachers. Most are two‐stage studies (before and after graduation) not referring specifically to science education objectives and practices. This study has a three‐stage design based on college entrants, graduating students and in‐service graduates. Respondents’ attitudes to seven aspects of science teaching in the middle school were solicited by means of a 54‐item, Likert‐type questionnaire, and a 23‐item, on‐the‐spot‐decision test requiring respondents’ reactions to hypothetical, but familiar classroom situations. Results of both tests were parallel and clear‐cut, with subjects’ responses concentrated mainly in the definitely positive or definitely negative positions (according to the philosophy of the curriculum). College entrants exhibited an extremely negative (dogmatic, authoritaria...