The application of the principles of reality therapy on the student teaching experience : a case study approach

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Treva Mae Babcock (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Barbara N. Clawson

Abstract: The major objective in this research was to examine, through naturalistic inquiry, the implications of the teaching of the principles of reality therapy to student teachers. Aspects of the student teaching experience that were examined more closely included each student teacher's lesson preparation (including presentation) and classroom control. The subjects were four female seniors who completed their student teaching under the direction of the Department of Consumer Economics at Idaho State University during the Fall 1982. Observation and instrumentation were incorporated into the normal structure of the student teaching experience. The subjects were required to attend a weekly two-hour seminar during their student teaching. The principles of reality therapy were taught and modeled by the university supervisor.

Additional Information

Language: English
Date: 1983
Reality therapy
Student teachers
Student teaching

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