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|Other Titles:||A Comparative Study of Teaching Attitude and Teaching Aspiration of Graduates of N.T.N.U. Before and After Student Teaching|
Department od Education, NTNU
The main purposes of this study are （1） to investigate the changes of teaching attitude of graduates of N.T.N.U. before an after student teaching；（2）to compare the differences of teaching aspiration of graduates of N.T.N.U before and after student teaching；（3）to make some suggestions for improving the teachers education based upon the finding of this study. 618 graduates of N.T.N.U in 1983 were used as the samples in this study. Teaching Attitude Scale and Teaching Aspiration Scale were statistically treated by T─text, one─way ANOVA, and Pearson Correlation. The main findings of this study are as follows：（1）Teaching attitude of N.T.N.U.’s graduates showed a tendency to decline after they has practiced teaching.（2）Teaching aspiration of N.T.N.U.’s graduates also showed a tendency to decline after they ahs practiced teaching because they has a negative attitude toward the job’s characteristics, the rewards, and the environments.（3）Female graduates were superior to male graduates in teaching attitude after they had practiced teaching. With regard to teaching aspiration, female graduates were also superior to male students before and after student teaching.（4）On both teaching attitude and teaching aspiration, the graduates of the science college were worse than those of the education, the liberal, and the art colleges.（5）The graduates of J.T.C. were superior to those of the native and the oversea students in teaching attitude & teaching aspiration.（6）There was a significantly positive correlation between teaching attitude and teaching aspiration. According to the findings above, some suggestions are presented：（1）To reinforce the educational contents of the normal schools in order to increase the critical thinking ability of the normal students.（2）To pay more attention to the attitude guidance of the normal students.（3）To augment influence of J.T.C. on their peer groups.（4）To reinforce the function of student teaching supervision.（5）To improve the teaching conditions in
|Appears in Collections:||教育研究所集刊|
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