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Teachers' Conceptual Systems as a Predictor of Beliefs About the Teaching Process [microform] / June E. Kreutzkampf
Bib ID 5367659
Format MicroformMicroform, BookBook
Author
Kreutzkampf, June E
 
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1979 
12 p. 
Summary

It was hypothesized that teachers who are at an advanced level of conceptual development would emphasize long-range consequences of teaching and be more relative in beliefs about teaching. Fifty-six graduate student teachers were asked to complete two instruments measuring motivational and structural dimensions of conceptual development. They were also asked to complete a questionnaire measuring beliefs about teaching. The hypotheses were generally supported using the instrument measuring structural dimensions but not when using the instrument measuring motivational dimensions. It can be tentatively seen that efforts toward increasing teachers' abstractness may also increase their relativity of beliefs and emphasis on long-range consequences of teaching. Implications for teacher education are discussed. A sample of the questionnaire on beliefs about the teaching process is appended to this report. (Author/JD)

Notes

ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 8-12, 1979).

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Beliefs.  |  Cognitive Processes.  |  Concept Formation.  |  Psychological Studies.  |  Teacher Attitudes.  |  Teacher Education.  |  Teacher Effectiveness.  |  Teacher Motivation.  |  Teaching Skills.  |  Values.
Form/genre Speeches/Meeting Papers.  |  Reports, Research.
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