THE RELATIONSHIP BETWEEN FIELD EXPERIENCES AND TEACHER TRAINEES' SELF-CONCEPT AND ATTITUDE (ACTIVITIES, SETTING, PERSONALITY)

LINDA RUTH FRIESNER BROTHERS, Purdue University

Abstract

The purpose of this field study was to determine the relationship between the variety in field experiences for students enrolled in ED 336 at Purdue University and self-concept, attitude toward teaching, and perceived impact of the field experiences. Variety of the field placement was measured by the value of different activities, setting in Junior or Senior High School, exposure to generic or major-specific field experiences, and field placement within or outside of the content area of the subject. Each subject completed three instruments preceding and following the field experience: Minnesota Teacher Attitude Inventory, Tennessee Self-Concept Scale, and a Pre-Post Field Experience Questionnaire. Data collected were analyzed by means of regression analyses and t-test comparisons. There was no relationship found between the subjects' attitude and the field experience. Nor did the difference between the pre-post MTAI mean scores reach significance. However, the subjects' perception of the extent to which the field placement would change their attitude differed significantly on the pre-post comparison (t = 3.13, p = .003). The relationship between the field placement characteristics and self-concept was measured using three scales from the TSCS: General Maladjustment, Total Positive, and Personality Integration. The only scale to reach significance was the Total Positive which is a measure of self-esteem. For this measure, the activities and setting were significant at p = .044 and p = .047 respectively. It would appear that field experience's with more valued activities and in a junior high school are less likely to lower the teacher trainees' self-concept scores. Despite the relationship noted between the field placement and self-esteem, none of the TSCS pre-post comparisons were significant. As with the perceived impact on attitude, the subjects' perception of the field experiences impact on self-concept change showed highly significant results when the pre-post mean scores were compared (t = 3.98, = p = .000). What factors caused the students to feel that the field placement changed their attitudes and self-concept less than anticipated were not clear. However, no significant relationship was found between the variety of the field experience and the perceived impact.

Degree

Ph.D.

Subject Area

Teacher education

COinS