This study was designed to ascertain whether differences existed between the academic, affective, and personal characteristics of teacher education persisters and nonpersisters. The subjects were comprised of a longitudinal sample of approximately 550 teacher candidates entering teacher training at one institution (Bowling Green State University,…

This study investigated changes in students' anxiety, attitude, concerns, and confidence about becoming a teacher during preservice teacher education and looked at whether these changes were related to selected student characteristics. Subjects were three groups of 581 students at three stages of teacher preparation. Findings are discussed.…

This study was designed to investigate the characteristics and motivations of students entering teacher training by examining the relationship between selected student characteristics and the influences or reasons given for choosing to become a teacher. The sample of 266 students beginning an introduction to education course was found to be…

This study investigated the observable changes, if any, of 58 elementary education student teachers following completion of field experience programs. Behavior rating forms were completed by the prospective kindergarten to sixth grade teachers, the public school cooperating teachers, the university supervisors, and a control group of 35 non-field…

The relationships between measures of anxiety, concerns, and attitude toward teaching and selected personal and academic characteristics of 260 beginning education students were investigated. Relationships were found between these measures and basic academic skills, earliness of decision to enter teaching as a career, relative assurance of…

Preservice and inservice teachers (N=1,193) were surveyed in a study that investigated purported developmental changes in teachers from early preservice training through the fifth year of teaching experience. Results indicated changes in teachers' concerns and attitudes do occur and some of these changes are related to gender and teaching field.…

This study was designed to assess, over a seven-year period from the commencement of teacher preparation through five years of teaching, the development of teachers' self, impact, and task concerns as formulated by Fuller for a longitudinal sample of teachers (N=60) and to determine what, if any, personal and academic attributes of teachers might…

This study was designed to investigate relationships between student characteristics and changes during student teaching in anxieties, attitudes, and concerns about teaching. The subjects were three groups of students: 151 beginning student teaching, 162 completing student teaching, and a subset of 81 for whom both pre- and post-student teaching…

Describes program at Bowling Green State University in Ohio. (RT)

Upon entrance and completion of teacher preparation, 150 prospective teachers completed attitude, anxiety, and personality measures. As candidates progressed through teacher preparation, anxiety decreased and attitude remained high and positive. Introverted candidates expressed more anxiety and experienced a smaller decrease in anxiety than…

A longitudinal sample of 241 teacher candidates was studied to identify possible relationships between the extent of their success in making the transition from student to teacher and development of their confidence, anxiety, and attitudes about teaching during teacher preparation. Statistical analysis of data collected prior to and near the end…

The purpose of this study was to investigate changes during teacher training in students' anxiety, attitude, concerns, and confidence about becoming a teacher and the relationships between these changes and selected student characteristics. The subjects were comprised of three groups of students (N-581) at three stages of their teacher…

This study investigated possible relationships between selected teacher candidate characteristics and changes in concerns about teaching reported prior to and following teacher preparation for those candidates successfully entering or failing to enter the teaching profession. A longitudinal sample of 242 teacher candidates reported concerns about…

To determine whether teacher training has a predictable and desirable impact on the affective attributes of prospective teachers, measures of anxiety, attitude, concerns, and confidence about teaching were administered to 153 prospective teachers at the beginning of training and after student teaching. Implications for teacher training are…

This study sought to determine whether or not teacher training had a predictable impact upon the affective attributes of prospective teachers. Measures of anxiety, attitude, concerns, and confidence about teaching were administered to a sample of 153 prospective teachers before and after their student teaching experience. It was found that as…