DOCUrENTRESUNE

ED 055 032AUTHOR Jansen, Udo; And OthersTITLE Educational Values Perceptions and the Student

Teaching Experience: Assessing Change in ValuesPerceptions Which Occur for Student Teachers,University Supervisors, Cooperating Teachers andSchool Administrators.

INSTITUTION Nebraska Univ., Lincoln. Dept. of SecondaryEducation.

SP 005 258

PUB DATE Sep 71 .

NOTE 13p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS *Changing Attitudes; *College Supervisors;

Comparative Analysis; *Cooperating Teachers;Secondary School Teachers; Student Attitudes;*Student Teachers; Student Teaching; *TeacherAttitudes; Values

IDENTIFIERS Educational Values Perception Inventory; EVPI

ABSTRACTThe pilot study reported investigated changes in the

educational values perceptions of student teachers, universitysupervisors, and cooperating teachers during the spring semester of1971 at Lincoln East High School, Lincoln, Nebraska. Subjectsincluded 76 student teachers, 69 cooperating teachers, and 32university supervisors. The author-developed Educational ValuesPerception Inventory (EVPI) was administered to all participants as apretest and posttest. The 56 items on the EVPI were divided into six

major categories: philosophy of education, role of teachers, role ofstudents, attitudes toward evaluation of students, teachingmethodologies, and curriculum content. Each item was rated byparticipants on a five-point Likert scale. Scores were computed forboth the total test and for each of the six categories; t-tests andF-ratios were used to determine the level of significance. Comparisonof pretest scores showed a significant difference hc!twer all groups;differences in posttest scores, however, were no ant.

Although overall change scores from pretest to post.cest were notsignificant for any group, the greatest amount of change wasdemonstrated by student teachers, who tended toward greater

,. .

congruence with cooperating teachers and greater dissonance withnniver:Aty supervisors. All three groups were more liberal ou theposttest. On the basis of data from this study, the EVPI has beenrevised and is beimg used in further studies. (ET)

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EDUCATIONAL VALUES PERCEPTIONS AND THE STUDENT TEACHING EXPERIENCE:

ASSESSING CHANGES IN VALUES PERCEPTIONS WHICH OCCUR FOR STUDENT TEACHERS,

UNIVERSITY SUPERVISORS, COOPERATING TEACHERS AND SCHOOL ADMINISTRATORS

Introduction

Many assumptions have been made about the importance of the student teaching

experience in the professional preparation of teachers. Most of those assumptions

have been based on the concept that contact between the university student preparing

to be a teacher and the exemplary classroom teacher will lead to the development of

better teaching skills and attitudes for the neophyte professional. Such a model

of apprenticeship or internship is not, of course, unique to educational professional

preparation programs.

A central question is of continuing importance: Does the student teaching

experience in fact lead to the development of better skills and attitudes? To

answer this question is not enough. Since most student teaching programs are based

on dual supervision as provided by a university supervisor and a cooperating teacher,

the probable sources of such changes as do occur must be identified. And, in the

identification of sources of change-in the student teacher tiodhayiors, the inter-

aCtion with school adMinistratorscannot be Overlooked.; researCh hms tended to:

-support the concept that the school administrator is the prime,spurce of the edu

cational climate:whiCh existSvithin a. building.

Other questions also assUmeMajorTimpOrtande,,,'If the perceptiOnsoT student

teacherS do change, Whatis the directiOn Of:change? As prOtesSiOnal identifitation

is developing within the student.teacher, does.he also', serve as:the:impetus for:v

change in the perceptions of experienced professionals?

Research findings on values and beliefs offers some mixed directions.

.

Kohlberg has suggested that the most rapid growth octurS when the interactiOn be-.

-4

2

tween two people is characterized by conflict resulting from a difference of one

level in the value perceptions held by the pair. More rapid, at least, than that

which occurs when there is either "perfect" congruence or highly dissonant situa-

tions.1 This view is similar to that provided by Lewinian theory which predicts

that, in situations of dissonance, there will be movement in the direction of the

communication received. In contrast, dissoLance theory predicts that the individual

will become more convinced that his original choice was correct if he receives dis-

crepant information. In a classroom experiment, Oshikawa2 discovered that a check

of the effects of feedback on individual conflict resolution showed results which

Jould support Lewinian theory.

A recent article best expresses the assumption that has been followed in

this study:3

.there is considerable reason to believe that productive.lparning

and growth happens only when the "climate" of a setting avoids dys-

functional tension vhile providing .some degree of disSonance for the

individual, an element of stress in his perceptions of "what he is"

as compared to "what he can become."

Another assumption has also been made: we must pay more attention to and

develoP better methods of assessing, values and value changes.: As Milton Rokeach

haa retently,,reported, "It now seems to:be within man s po 1r

:another person s basid value's and to control the direCtiorvof the change."11 In the

1 Lawrence Kohlberg. "The Child as a Moral Philosopher," Psychology Today,

(September, 1968).

2Sadaomi Oshikawa, "Consumer Pre-Decision Conflict and Post-Decision Dis-

sonance," Behavioral Science, Volume 15, Number 2 (March, 1970), PP. 132-140.

3Edgar A. Kelley and Marie E. Kelley. "Measuring Classroom Environment: An

Educational Imperative," Michigan Journal of Secondary Education, (Spring, 1971).

Milton Rokeach. "Persuasion that Persists," Psychology- Today:, (September,

!search reported by Rokeach, students at one university showed changed behaviors

long as seventeen months after the experimentand the experiment had lasted

Dr only forty minutes and involved no coercive techniques!

If the student teaching experience leads to changes in values, the quality

f that experience can be improved if efforts are taken to enhance intended out-

omes and eliminate unintended outcomes. Such efforts must be aimed at all possible

oints of impact: the student teacher, the university supervisor, the cooperating

eacher, the school administrator and the students in the classrooms where student

eachers gain their laboratory experiences. The study reported in the following

ages was undertaken as a pilot effort to identify and describe existing outcomes

'or four of these groups. Additional efforts are needed to clarify and expand the

'ocus of the efforts reported here.

p_essziptionc:1_:gle_ILLIAM

The pilot study reported investigated the impact of changes in the educa-

tional values perceptions of student teachers, university supervisors, cooperating

teaChers, and building adMiltrAtp.1.-u tag the spring semester of 1971. All .

four groups, investigated were eMployees of Or astligned to, tincoln East High

School,j,incoln, Nebraska. PermissiOn to_condUct-the stuplY Was granted-44 the .

investigator's ty the 4incoin_Public,SChoola,Nebraska,and by thtlta4mini

trators of Iiiiicoan East High School.

Three Major questionswere inVestigated:

1. Did student teadhers retain the safte educational value pamoceptions

dUring the seMester?. 14henchanges oCcarredin the)ralueAierdeptiOnsof studeeL,Iteachers,

didthOSO Changes4.0flect,:greater:cOhgruence or clisSOnair..with

the?perceptions belsaby UnivergitY:;autiervisOraycOOparating-.teadhers?

coOperatng teachers retain the Elaine educational, vailmue per-,

.

oePtionSthroUghout theaeMeater.7

Seventy-six (76) student teachers, sixty-nine (69) cooperating teaiihers,

thirty-two (32) university supervisors and eleven (11) administrators were in-

volved in the study [N = 188]. Lincoln East High School enrolls students in

grades seven through twelve; student teachers were.placed at all grade levels.

Collection of Data. The Educational Values Perception Inventory (EVPI),

Form 711, was administered.to all participants as a pre-test and post-test measure-

ment of educational values. The EVPI was constructed by the investigators and,

prior to its use for this study, was administered in several situations involving

graduate students in the Department of Secondary Education, University of Nebraska-

Lincoln, other staff members, teachers, principals, and other school personnel.

Refinements in the early stages yielded fifty-six (56) items for Form 711 of the

EVPI as used in this investigation.

The EVPI was administered to student teachers two days prior to their

reporting for their first day of student teaching (February 1,.1971). University

su 2-visors, cooperating teachers and school administrators completed the first

administration of. the EVPI during the first week Of. February. University super-

visors completed the instrument individually;,ali other groups were administered

the test-in a grouP context.

,Post-test data was collected individually from all participants dUring the

lastweek of May, 1971. Responses,were collected by tail and:were returned to

the Department ofSecondary EduCation University Of Nebraska-Lincoln.

Treatment of Data. Responses onthe:EVPI were divided into six major-

categories: philosophyof:OdUCatiOn role of teachers, rple of atudente, atti-_

tudes toward evaluation of students,- teaehing.methedOlogiee and curricular-

ccmtent. Each que6tiOn was rated by participants on a five-point Likert,scale,

with one (1) showing strong agreement and five (5) indicating strong disagreement .

A total score was computed for each individual and for each group. Scores

were computed for both the total test and for each of the six categories. Means,

variances, standard deviations, and frequencies were also computed. T-tests and

F-ratios were used to determine the level of significance. Comparisons used in

this study were (a) between each pair of groups, (b) across all groups, and (c)

within each group by comparison of pretest and posttest scores.

Comparison data for individuals (on pretest and posttest scores), compari-

sons for dyads (student teacher-cooperating teacher, student teacher-university

supervisor, cooperating teacher-university supervisor) and comparison scores for

triads (student teacher-cooperating teacher-university supervisor combinations),

are not reported here. All initial findings are reported in group scores and are

shown in Table I in the Appendix.

EindLiALJILthelltatE

The initial question to which this investigation was addressed was whether

student teacher perceptions of educational values remained constant during the

semester of student teaching. Questions on the EVPI were generally arranged so

that lower,mean scores reflected a more liberal stance while higher mean scores

reflected a more conServatiVe edutational philosophy. During Student teaching,

student teachers became more liberal in their outlook although the finding is not

within the established .05 level of significance. Of some passing interest is

the finding that male student teachers became more liberal as did female student

teachers; male stUdent teachers however were initiallymore liberal than female

student teachers and this difference increased during the semester of student

teaching. Many earlier studies have indicated that male teachers are less

likely to remain in the profession than are female teachers. While this has been

traditionally explained.in terms of salaries and cpPcottunitiea forcareer advance

Steinhoff.5$6 From their

achievement-oriented, and

system or the profession.

- 6

studies, it would appear that,the more aggressive, more

more change-oriented teacher is more likely to leave a

If males are more change-oriented (or "liberal") than

females, this may be one explanation for the attrition rate for male teachers

within the profession--a hypothesis which requires further study.

Change in the educational values perceptions of student teachers was also

analyzed according to the five subject matter areas in which the number of partici-

pants within the study was large cnough to permit comparisons and findings. These

subject area groups were: social studies, mathematics, foreign languages, men's

physical education and English. On the pre-test, these five groups ranged from

most liberal to least ltberal in the following order: men's physical education,

foreign language, mathematics, social studies, English. On the posttest, the

order of most liberal to least liberal was: men's physical education, foreign

language, English, mathematics, social studies. Although most comparisons were

not highly significant, some general trends should be noted. Student teachers

in the areas of foreign language and mathematics became less liberal in their

views while student teachers in the other three areas became more liberal. Stu-

dent teachers in English became more liberal to an extent which was significant

at an .02 level of significance. These general trends, occurring within the

relatively short span of one semester, should be further investizated on a longi-

tudinal basis. Another study conducted at the same time indicated that student

teachers in the field of English identify more strongly with practicing teachers

than do student teachers in other subject matter fields. This finding, coupled

with the finding of this study that practicing teachers are more liberal than the

5George x. Stern. Pecycle in Context. New York: John Wiley and Sons, 1970.

Carl R.Steirihotf. -' "USCIECooperattie-ReSearah PrPgram, COntrAct:110...0E4=-225.,'Projeet NO..8i.083, Syracuse

7

student teachers, may suggest that student teachers in the field of English tended

to pattern themselves very strongly after the models provided by their cooperating

teachers. 7

Of the six categories of questions comprising the EVPI, student teachers

showed significant changes (.05 level or better) in two'areas: perceptions of

the role of the student and perceptions of the role of the teacher. In five of

the six areas, one or more subject matter groups showed perceptual changes signifi-

cant at the .05 level. The complete reporting of this data is provided in Table I

in the Appendix.

The second major question which was asked in this study was whether the

perceptual changes which did occur for student teachers tended toward greater

congruence Or dissonance with the perceptions of cooperating teachers and the per-

ceptions of university supervi:.ors. Over the experimental period, student teachers

changed in ways which tended toward greater perceptual congruence with cooperating

teachers and greater perceptual dissonance with university supervisors. All three

groups were more liberal in their responses on the posttest and all three groups

showed the same order in most liberal to least liberal on both the pretest and the

posttest: cooperating teacher, student teacher, university supervisor. On both

pretest and posttest, school administrators reflected a high degree of congruence

with the perceptions of university supervisors.

Of the three major groups--cooperating teachers, student teachers, univer-

sity supervisors--student teachers showed the most significant changes in perceptions

and the direction of that change was toward greater congruence with their cooperating

,tpachers.

TEdgar .h. Kelley and.LarrY James:Walter..Student.Attitudes Toward the

Teacher Pre aration Pro ram'of the.Universit of-NehraskaLincoln: 1970Mimeographed Report, DepartMent of'Secondary'Education, University of Nebraska-

.

. ,

The third question to which this study was addressed was whether the value

perceptions of cooperating teachers changed as a result of their interaction with

a student teacher during the semester. While the question cannot be directly

answered as comparative data was not collected for those teachers in the same

setting who were not working with student teachers, the changes which occurred

for cooperating teachers involved in this study can be reported. While the general

direction of responses was to a more liberal point of view, the changes which

occurred were not significant. One interesting observation is provided by the

data: the perceptions of male and female cooperating teachers became more

t:ungruent as the result of changes in a More liberal direction for female cooper-

ating teachers and changes toward a more conservative view by male cooperating

teachers. The reasons for these shifts cannot be determined and must await

further investigation.

One general finding should also be reported. Analysis of pretest scores

across the four groups yielded differences significant at the .01 level. On

the posttest, there were no significant differences in the perceptions measured

across groups. When the six variablee wtre isolated, only one significant

difference remained in the posttest assessment; across the four groups, comparison

of mean scores yielded signficant difterences(.05 level) in perceptions of teaching

methodology.

At the start of the experimental period, male university supervisors

reflected a more conservative stance thE.n did female university supervisors.

Males became morelibtral and femaiee hecaMeA0ore conservative during the exper

imental Period. Supervisors:ad a grata, vfere more liOeral on the posttest than

on the pretest and bOth males and.feMales obtained the same mean score on responses

to the EVPI. Changes which occurred Were not at statistically signIX4xent levels.. .

Implications, Conclusions, and Recommendations

Several critical observations should be made about the findings reported

for the pilot study described in the preceding pages. While the findings show

a trend across all four groups toward a more liberal perception of educational

values the lack of comparative data drawn from school settings in which student

teachers were not placed prevents ,any conclusion as to whether the changes noted

are a direct result of the presence of student teachers. Future studies will

need to investigate this point.

The findings do indicate that the interaction of groups or individuals

holding differing points of view regarding educational values tends to provide

outcomes consistent with Lewinian theory, i. e. the participants tend to change

in the direction of the information received. What should be noted with great

interest is that the.direction of such changes is not one-way; to make the

necessary adjustments, some groups changed to a more liberal stance while others

became more conservative in their responses.

The group showing the greatest perceptual changes was

and

student teachers:

considering the, philOsOphical purposes for providing studentteaching,

questionS Should be raseci as to the approacheawhiCh could be used to match

student.teachers with cooperating teachers in such a way as to provide the greatest,:

possible benefits to both. More precise measurement b .instruments,such as the

Educational Values PerdeptiOn Inventory, used in thiastOy; maY help to make the

'stUdent teaching experience an even Morevaluable educational endeavor--both for

the learning of the student,teacher ana for impact.upon,the schooi_settilig,where

the student teacher is:plaCed.:-

Consideration must,be,giVen to the role Which 'universttysupervisors are

to plaY. Better analysis and selectionof university supervisors:coUld lead to

Amproved,programs'of schooi-university cooperation and to the'development of

10

-10-

inservice programs for the continuing professional development of university super-

visors. If one assumes that an "open" attitude tyward educational values is impor-

tant, the findings of this study do not support the view, that university-based per-

sonnel are most "open" in their approaches to education and to educational change.

Continued use of the instrument used in this study, and its comparison with

other value-related and perceptual instruments, is needed to provide a higher degree

of validity to the measurement of educational values perceptions. Future studies

need to more carefully investigate the placement of particular cotbinations of

differing values within the common triad of student teacher-university supervisor

-cooperating teacher. Such investigations can help to more clearly specify the

parameters of the student teaching relationship for all participants. As data from

such investigations becomes available, further studies should investigate the impact

of the same types of differing combinations on the perceptions of students in the

classrooms instructed by student teachers.8

8The's.uthors of .this study haVe on the'basis of:the:data receivedIn the

. .

/410t. PtudY4 reir.ised the .E1TI:and will be il.q.4418'ForM':712 in .additiOnal studies

at .Lincoln'East ugh School and:at other schoolsAm.the.LinCOln Public'.School

System. -.1"resent.plans'cail for the .development 6f..a thorebioadly-based longitudinal

study at Lincoln Egit High_SchOol.

e+.

TABLE I

COMPARISON OF PRETESTAND POSTTEST DATAON THE:EDUCATIONALVALUES PERCEPTIONSOF'

STUDENT TEACHERS,

UNIVERSITY

SUPERVISORS,:.COOPERATINO.Tw4tHERSAND.SCHOOLADM1NISTRATOW

..

_

Group

Pre-

Test

Post

Test

Total

psta.18

Philos-

ophy

.26

Student

Role

_...

.04"

Curri-

culum

.14

Evalua-

tion

14

Teacher

Role

.nh*

Methoda

.i8

Student Teachers

Mett;iA

3.60

3.55

Males

3.57

3.51

.16

.314

.18

.02*

.28

'47

.07

Females

3-b1

30`i

.:!.

.30

.05*

.41

.11

.08

'12

Social Studies

.-3.79

3,6h

.35

.23

.08

.47

.32

.30

.32

Mathematics

3.si

J.0i

.17

.0h#

.44

.47

.11

.25

.42

Foreigh Lang.

3.41

3.47

.39

.32

.13

.16

.o8

46

.6

Men's P. E.

3.33

3.32

.45

.08

.35

.11

.47

-34

.11

English

3.72

3.51

.044

.05*

.05*

.39

.05*

.01*

CooperatingTeachers

3.55

3.53

.36

.24

.32

.23

.13

.48

.21

Male

3.46

3.51

.23

.49

.37

.07

.45

.19

.11

Female

3.67

3.56

.17

.24

.30

.44

.o6

.18

.48

University Super-

visors

3.77

3.72

.28

.35

.39

.15

.19

.40

.37

Male

3.84

3.72

.12

.23

.17

.26

.20

.

..39

,..03f

Female

3.63

3.72

.16

.15

.06

.23

.36

.31'

.12

Administrators

3.77

3.72

.28

.18

.17

.48

.28

* Significant at .05

level or better.