Professional Growth of Pre-Service Teachers of English: Changes in Their Perceptions of Four Teaching Processes
Kelley, Mary Jane Maybanks
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https://hdl.handle.net/2142/68995
Description
Title
Professional Growth of Pre-Service Teachers of English: Changes in Their Perceptions of Four Teaching Processes
Author(s)
Kelley, Mary Jane Maybanks
Issue Date
1985
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Teacher Training
Abstract
This research was designed to investigate the changes in perceptions of four teaching processes among pre-service teachers of English. The four teaching processes were nurturing, structuring, managing and motivating. Quantitative and qualitative methodologies were employed to collect data for the study. Sixteen students in a secondary teacher education (English emphasis) program participated in the study. The study was incorporated into the students' professional semester which included two eight-week methods courses in reading and English followed by an eight-week student teaching experience.
Qualitative data regarding the students' perceptions of their knowledge of the four processes were collected prior to the professional semester. Qualitative data regarding occurrences of the four processes during the methods classes were collected during the first eight-weeks of the semester.
Quantitative data was collected on the students' perceptions of the importance of the four teaching processes at three times: pre-professional semester, after the methods classes intervention, and after the student teaching experience. A 60-item Q-sort was developed to assess changes in the perceptions of the importance of the four processes. Fifteen items which reflected each of the four processes were built into the Q-sort. Statistical analysis was performed on this data by means of a SOUPAC program.
It was found that neither the intervention courses nor the student teaching experience changed the students' perceptions of the importance of the teaching processes of nurturing, structuring, managing, or motivating. Although no significant differences were found when the data were grouped, there were significant changes among the rankings of individual students.
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