Attitudes of cooperating teachers toward their role in the teacher education program at the University of North Carolina at Greensboro

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Gwendolyn Keller Griffin (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Mildred Johnson

Abstract: The primary purposes of this study were to: (1) survey the attitudes of secondary school cooperating teachers' attitudes toward selected concepts and practices relating to their role in the teacher education program at the University of North Carolina at Greensboro; (2) determine the extent to which cooperating teachers' attitudes are related to six selected dimensions--educational level, teaching field, sex, teaching experience, number of student teachers supervised, and preparation for supervision; and (3) determine the relationship among attitudes toward selected concepts and practices relating to the cooperating teacher's role in the teacher education program and self-ratings by cooperating teachers. An Attitude Scale and personal data sheet were mailed to 240 teachers who cooperated with the teacher education program at the University of North Carolina at Greensboro during the 1967-68 school year. After one follow-up attempt, there was a 75.8 per cent return of the attitude scales. Cooperating teachers were asked to indicate their attitudes toward selected concepts and practices attributed to the role of cooperating teacher on a scale which ranged from strongly agree to strongly disagree.

Additional Information

Publication
Thesis
Language: English
Date: 1969

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