Professional year student teachers' initial practicum : changes in concerns about self, task, and impact

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dc.contributor.authorPetersmeyer, Claudiaen_US
dc.date.accessioned2024-08-15T17:15:24Z
dc.date.available2024-08-15T17:15:24Z
dc.date.copyright1988en_US
dc.date.issued1988
dc.degree.departmentDepartment of Psychological Foundations in Education
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractUniversity of Victoria elementary education students were asked to complete two questionnaires, the Teacher Concerns Questionnaire (George, 1978) and the Teacher Concerns Sorting Instrument, before and after a six-week teaching practicum. The instruments (one being a modification of the other) each measured three items of concern: Self, Task, and Impact. The results were computed for both male (N=l2} and female (N=57) subjects. The .purpose of the study was to examine the amount of concern and the degree of change in concern before and after the teaching experience. It was found that Self and Impact concern scores were relatively high as compared to Task concern scores both before and after the practicum. Males rated Pre-practicum Self concerns significantly lower than females and increased slightly in this area during the teaching experience whereas females decreased significantly in Self concerns during the practicum. The students were also asked to rate the student teaching practicum in terms of personal satisfaction, freedom of choice, involvement, and challenge. To test for possible association, this rating was correlated with the degree of change in concerns which occurred for each student over the practicum. The practicum was rated favorably by both males and females but was not found to be associated with any shifts in concern over the teaching experience. Results using the two instruments were compared to determine whether one measure was more sensitive to concerns than the other. In general, the original instrument (TCQ} seems appropriate and the modified instrument (TCSI) did not yield improvements in the measuring of teacher concerns.
dc.format.extent84 pages
dc.identifier.urihttps://hdl.handle.net/1828/19292
dc.rightsAvailable to the World Wide Weben_US
dc.titleProfessional year student teachers' initial practicum : changes in concerns about self, task, and impacten_US
dc.typeThesisen_US

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