The effects of different training techniques on the attitudinal conditions of student teachers

Date

1974

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Abstract

The purpose of this study was to examine the effects of different training techniques on the attitudinal conditions of student teachers. Specifically, the study was designed to answer the following question: Is there a significant difference between the interpersonal relations skills for those student teachers who have received specialized human relations training and for those students who have not received the training? In this study it was assumed that there exist between a teacher and his pupils certain trust relationships relative to the psychological learning environment. Further, it was assumed that such trust relationships should be established by the classroom teacher before accurate perception and subsequent changes in behavior (learning) can occur. A third assumption was that the trust relationships which exist between a teacher and his pupils are comparable to those which exist between a therapist and his clients. Finally, a fourth assumption was that there are certain psychological constructs which the classroom teacher must develop to establish trust relationships (rapport) between him and his pupils. The psychological constructs were identified as 1) regard, 2) empathy, 3) congruence, 4) unconditionality, and 5) openness. A consideration of the assumptions of the study led to the formulation and testing of six primary and six secondary hypotheses. Each of the hypotheses was related either to the teacher's ability to accept others or his ability to influence others to accept him. [...]

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Keywords

Student teachers--Attitudes

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