Abstract
The effects of initial practice teaching on the self-conceptions of 50 Monash University Diploma in Education students were measured over a pretest—posttest interval of five weeks. Significant declines were recorded on three of the four dimensions of professional self-image measured: orderliness, happiness and warmth. No declines were recorded for aspirational or ideal self, or for actual self. Multiple linear regression analysis was used to investigate whether declines in professional self-image were associated with a number of factors which contributed to the degree of difficulty associated with the initial practice teaching assignment. Grade level and subject area taught, each accounted for a significant proportion of the variance in posttest scores when other variables were held constant.
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