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CHANGES IN ATTITUDES, PHILOSOPHICAL VIEWS, AND KNOWLEDGE OF SECONDARY EDUCATION DURING STUDENT-TEACHING
Abstract
Most authorities in the area of teacher preparation consider practice teaching an essential part of the teach- er education curriculum. As Flowers and others (1948, p.146) stated, "There can be no question as to the recognition of the importance of student teaching as a professional laboratory experience in the total program." Hodenfield and Stinnett (1961, p.83), reporting on the 1959 Kansas Conference, stated that "if there was one point of unanimous agreement at the Kansas Conference, it was on the value of student teaching." Nearly all states require a certain num- ber of college credits in practice teaching in order that a teacher may be minimally certified (Hodenfield and Stinnett, 1961, pp.161-162). Yet the quantity and quality of research concerning the effects of practice teaching on prospective teachers is minimal, As Wilk and Edson (1963, p.309) point out, "Teacher education needs to know more about its entering and graduating students and what happens to them in the intervening years."
Subject Area
Teacher education
Recommended Citation
CASTEK, JOHN EDWIN, "CHANGES IN ATTITUDES, PHILOSOPHICAL VIEWS, AND KNOWLEDGE OF SECONDARY EDUCATION DURING STUDENT-TEACHING" (1970). ETD collection for University of Nebraska-Lincoln. AAI7017710.
https://digitalcommons.unl.edu/dissertations/AAI7017710