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A study of the relationship between discipline specific training and the images secondary teacher trainees hold of teaching


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Nolan, Betty 1995 , 'A study of the relationship between discipline specific training and the images secondary teacher trainees hold of teaching', Coursework Master thesis, University of Tasmania.

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The central purpose of this study is to investigate whether or not the images which secondary teachers hold of teaching are partly determined by their subject discipline. A literature review suggests that there are four kinds of teacher images. These are images of the teacher as teacher, images of the curriculum, significant signposts, and discipline specific images. These various images overlap and are interdependent.
In order to gauge how significant the differences in teacher images are between disciplines, final year secondary teacher trainees were asked to give their idea of "a really good teacher''. Using twenty characteristics of good teaching derived from Weinstein's (1989) research the trainees were asked to rank these qualities in order of importance. Responses were contrasted on the basis of discipline, structure of training and gender.
Results show that the images that secondary trainees hold of the good teacher do differ between disciplines. The differences are more marked when the students are studying a Diploma in Education course.
Comparisons with a group of experienced Primary teachers indicate that those students in the final year of an integrated Bachelor of Education course are more child centred than Diploma of Education students in their view of good teaching. Gender does not appear to be a major factor in the images these trainees hold of the good teacher.
This study adds to an understanding of image in three ways. It suggests that the way teachers think about teaching is a deeply entrenched way of thinking partly dependent on discipline specialisation. It proposes that a teacher's self image is dependent on a variety of macro and micro influences, significant among which is discipline. Finally, it suggests that these discipline specific images are generated by institutions in a largely implicit way. These institutions include schools as well as tertiary institutions. The study ends with recommendations for further research into _how a teacher's self, teaching experience, discipline, and teacher training interrelate to produce teacher images.

Item Type: Thesis - Coursework Master
Authors/Creators:Nolan, Betty
Keywords: High school teachers, Teachers, Student teachers
Copyright Holders: The Author
Copyright Information:

Copyright 1994 the author - The University is continuing to endeavour to trace the copyright
owner(s) and in the meantime this item has been reproduced here in good faith. We
would be pleased to hear from the copyright owner(s).

Additional Information:

Includes bibliographical references (leaves 54-56). Thesis (M.Ed.Stud.)--University of Tasmania, 1994

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