Date of Award:
Master of Science (MS)
Family, Consumer, and Human Development
Jay D. Schvaneveldt
The present study applies early field experience theory and developmental stages theory as the basis of teacher training i n 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 developmentalteaching- 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.
Lin, Hsin-Hui, "Developmental Stages of Preschool Educators: A Study of Junior College Students in Taiwan" (1993). All Graduate Theses and Dissertations. 2403.
Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .