Date of Award:

5-1993

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Human Development and Family Studies

Department name when degree awarded

Family and Human Development

Committee Chair(s)

Jay D. Schvaneveldt

Committee

Jay D. Schvaneveldt

Committee

Shelley K. Lindauer

Committee

Donald V. Sisson

Abstract

The present study applies early field experience theory and developmental stages theory as the basis of teacher training in a junior college program in Taiwan. Two hundred sixty-six junior college students from two junior colleges were surveyed in order to ascertain what factors had an effect on the concept of teaching concerns. Comparisons were made among the following: with/ without preschool education background in senior high school, grade, school, age, fathers' educational levels, mothers' educational levels, and fathers' yearly income. The results indicate that early field experiences had a direct effect on teaching concerns. The students' year of study (freshmen vs sophomore) in junior college made a difference depending on whether they had been exposed to an early field experience. The groups that had a preschool education background had higher mean developmental-teaching-stage scores, in first (freshmen) study year, but lower mean scores in the second (sophomore) study year. The mean developmental teaching- stage scores for both study years of junior college students with preschool education background were very close to each other. Junior college students without a preschool education background in senior high had a higher mean developmental-teaching-stage score in the second year than in the first year.

Checksum

499416d259a5d643548a3a2a03b9230d

Comments

The present study applies early field experience theory and developmental stages theory as the basis of teacher training in a junior college program in Taiwan. Two hundred sixty-six junior college students from two junior colleges were surveyed in order to ascertain what factors had an effect on the concept of teaching concerns. Comparisons were made among the following: with/ without preschool education background in senior high school, grade, school, age, fathers' educational levels, mothers' educational levels, and fathers' yearly income. The results indicate that early field experiences had a direct effect on teaching concerns. The students' year of study (freshmen vs sophomore) in junior college made a difference depending on whether they had been exposed to an early field experience. The groups that had a preschool education background had higher mean developmental-teaching-stage scores, in first (freshmen) study year, but lower mean scores in the second (sophomore) study year. The mean developmental-teaching- stage scores for both study years of junior college students with preschool education background were very close to each other. Junior college students without a preschool education background in senior high had a higher mean developmental-teaching-stage score in the second year than in the first year.

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