Abstract
Education students (N=274) classified themselves as vocational, academic, nonconformist, or collegiate, and responded to a semantic differential on curricula (educational methods, student teaching, social-behavioral sciences, and natural sciences) and personnel (professor, academic dean, dean of students, and parent). Nonconformists responded least favorably to both people and curricula, and the academics and/or collegiates most favorably. On curricula, the four groups clustered into two (collegiate-academic vs. vocational-nonconformist) along the dimen sion of institutional identification. On people, they formed three clusters, vocational-collegiate, academic, and non conformist. All agreed in perceiving parent in the most favorable light and professor in the least. All these pre practicum students regarded student-teaching quite favorably and educational methods to be of little value. Females were more lenient than males, except in their perceptions of parent.
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