301 66 26MB
English Pages 394
The issue of mathematics teaching and its impact on learners' attainments in this subject has continuously been on
202 100 3MB Read more
Originally published in 1899.
533 113 42MB Read more
117 68 6MB Read more
f m ouwiOBi/riEa
B8SI$BE0I§ fMQUBM Bf fHB M Q W M M S0BOO&S AH a msxs v oh fra SHmwrasst ^ tsioHBB rau STUDBJfT-TEAOHSH DIFFICULTIES AS REPORTED BY STUDENT TEACHERS AT THE END OP STBBWT TEACHING « 864
NATURE AHD 800PB OP SPECIFIC TYPES OP UNSOLVED STUDEHT-TEACHER DIFFICULTIES AS REPCRTBD BY SUPERVZSING TEACHERS AT THE END OP STUDENT TEACHING. . .................. . . . . . . . 367
XXX. NATURE AND SCOPE OP MAJOR TYPES OP UNSOLVED 8TUDfflf»TEA0H8;a DIFFICULTIES AS REPORTED BY SUPERVISING TBAGH.iR8 AT THE END OP STUDENT TEACHING. .............
Page HAfBHB A W SCOPE OP SPECIFIC TYPES OP UHSOLVED BSCIHWHSMtKAOKBK DIFFICULTIES AS REPORTED BY B2OIHKIKO TEACHERS AT THE EEC OP THE FIRST YUAM 07 TEACHES*.................
XXXII. HATtJHE ASS) SCOPE OF KAJOR TYPES ODIEIXCkTEACHER DIFFICULTIES AS KIES TEACHERS AT THE SEC CF THE TEACHIRS. . . . . . . . . . . .
OF BHSOLVED BE* KKfORTSD BY BESIK* FIRST TEAR 07 . . . . . . . . . 870
XXXIII. HATCRE ABB SCOPE OF SPECIFIC TYPES OF UHSOLVED BMIimiHS-TEAOHa DIFFICULTIES AS RETORTED BY SUPERVISORS at Tim EEC OF THE FIRST Y..AR 07 TEACRIK0. . . . . . . . . . . . . . . . . . . . . XXXIV* HAWRE ABB SCOPE OF KAJ08 TYPES OF UHSOLV;® BESIHKIHO-mCHEH DIFFICL’ETI .S AS REPORTED BY SUPERVISORS AT THE SUB OF THE FIRST YEAR 07 TEACHIHO.
ttv k tm m x
IKK PKOBfiEKf tfS BACIKa&GSHD. UPORTAaOE, AJffi QSTZmiOR
irtmtn ixuSttotoMl ti&& yssQF- SbSw to# wicyiwi 4V* jfesss imhmhhmMI swititaB
■fk^K'HM l^k' jLj| dttkrifll kkuMttintfh^B'^fcWl^fcMi M ^KdkkAklk^^HK^tfMlHk ™ JHKW jp^Wpw VwW^p^W^ww Hfc W WwmP^qf9Ww yiPvBr*i ®”’w«* JP^T^
jPWSSSt€98(k^ tB’ tttOitttlil £0& tlSSI WMlS^jjyifcftlfcl^S jtjpyjt^i S0#t »Ti1l1i“ ±4mm *# tjnnnwiin»a ^W^^OBpP’ . P|* WB# U JjffOP
h>» 1Or Hr| a^b Wra
-flf raftb'fefoaijiftft g ra« r^# ^1 , 4kU'4k iM?
'•QINNnflsSkSB'$f iwrtfo ttm&iiita sb.4
to&$ho?$ it of
graat importanaa today. wmSm%im la of oora imt«r iaportraoo Itt (If toratev-odBoatira tmatltatloao u » going to imBppyp ti*#ii* aroAraauu (Si wtalBlatrator* *$# iobui to im*
iato too toaohlmg prefoaaioa, aaft (8) oapopvlnra aro going a* lapvevo th o tioiQ M fit o # itttoSFW i.sloii f o » t h o tM*« !» » < » » grid, stu d eo a t
One baalo for too ovaluation and iapvevrarat of pro* aewieo raft ta-a«nrioo training of toraharo 1* * tauwledgo of too difflottltlofl toat t » oxporiaaeod by atudoat tsaoiaora raft bogtnalag teaabor*. for raaapfta# Oraaforft abatoa toat tbe ooraraiaraawrawrairaaiw
tmtmmmvi*MmawniiiioiiaM iwoW iiwiwaionwrwiiiiuM
h u # m * «• S« *»» Boglnalng 9o«ob«p» ISlft^tA*^! A# M M * Afrff^ W fl-Atftf| BliA Ift
ftftBNft AftJPHfftirtflU W
miBB ''jfHyrt Ini AtflBMMf^^ifft* ffinf ftsuO^jniMl* Xu A4Utltloft te Wm mwwl SW''s%n^r$H8 ttui ^
BBBBAAKBBB# AflNHNR Bj$ A JNNWj JElMB* BBHBjT&WBf RAABIMKP'B* BjyfTif f*t AW a>aW aBnf A mPIB* >jp*■ *V>S»]B*F
m i haw to work
n th lgjinoal rfjatmat w « t .
it is interesting to not*
**“* tooohsplo aareoaallter a* 4 aonre* of Broblfn* hot tho jNffttfjf IHNiMWV jp«.;pQapfc# with B M Paranta af w b 11>» Inoludo* dlfflftultslo* lnvolilng aenteeta batwaan taaohar Mid pawaata *t pupllaf failure to aaka haaw visitations) and lank of parent Intaraat la adueatleaal aueoaaa at ehild* 8. Balag able to eatabllah aad maintain nronar Includes difficulties Involving contacts between teacher aad his colleagues* Being able to establish and maintain proper re»
l i g g g l i . alii a i m
Includes inability to agree with and failure to adjust to the demands &t supervisors or admini strators} problem of antagonising supervisor or administrator, out failure to got constructive eritieIsasJ and lath of supervisory aad admini strative assistance# £• Difficulties Belated to the ffc^hlag Assignment# Includes difficulties pertaining to teacher load, teaching out of field, and other difficulties re* latod to the aaal&amiSEit# Difficulties Belated to the Community Snrironaient and Relationships A* Difficulties Involving hiving Renditions* Includes poor living conditions, failure to secure or find living accomodations in community in which teaching, cost of living accomodations, and trans portation to and from school* §* Difficulties Involving the Social, Religious, and Recreational Activities ef the Teachers* Include3 lack of wholesome recreational activities, failure to take part in or restricted from social life of the eewBMuaity, religious intolerance, and lack of religious opporlnmities*
0^ Difficulties Involving the Interest or lack of Interest of the Ce*n»a*alty la ltd School# Includes tendency of eitlsena to criticise school* school dominated toy pressure groups* lack of community Interest la welfare of the teachers* cad ever*solicitation of teachers for contributions. It rill too acted la the preceding outline that do* script!ve statements taken from the original data are uaed to describe or define the nature of each type of difficulty, fheae deflnltlone vert Included In order to provide a bade for interpreting finding# growing out of a quantitative analy sis of the data* In all* SI specific types of difficulties were defined and classified under three general areas* Of these 8S specific types of difficulties, 17 were identified as toeing related to the personal characteristics of student teachers and beginning teachers and appear in the outline under three major headings, namely*
(1) deficiencies In
professional attitudes and traits? (ft) personal deficiencies and handicapsj and (I) deficiencies In general teaching personality* fhipty*five specific types of difficulties were associated with the general area of difficulties related to the Instructional activities of student teachers and begin* nlng teachers and, these M specific- difficulties were Classified as 11 major types of difficulties* these 11 major headings were*
(1) difficulties Involved in planning and
organising learning activities, materials, and procedures? ($) difficulties related to general Instructional techniques?
(*) directing O d M m M U m i
(4) developing desirable
educational habits and skills la pupils* (8) difficulties involved la evaluating pupil growth and uiilimmt! (4) difficulties la elaasveo* Masgsaantf (f) difficulties n » lated to pupil control aaA guidance* (8) difficulties la* velved la directing extra-curricular u l M k i u i (8) diffi culties n U M
to professional growth and improvement* (10)
lUntslttM growing oat of relationships with adult associates* aaA (11) difficulties related to tha teaching asaignnent. Tha third goaaral area, difficulties ralatod to tea OBOaunalty environment aad relationships of atudaat teach ers aad beginning teachers, aoatalaaA throo types of diffi* eulties* Thaw were*
(1) A&ffitmltloa Involving Itriag «on-
Altleasl (8) dlffloultlaa Involving the social, religious# and ravreatlonal activities of tea teachers* and (8) diffi culties Involving tea lntorast or leak of interest of tha nemaaotiositfejp tvi Ift*' tea preceding outline reveals a wide mage of major and specific types of Aiffieultles anoeuntored by student teaehere aaA beginning taaahara* tease data are store reveal* ing, however* in the extent to whieh aajor and epeoifio types of Aiffieultles earn eneountered by student teaehers and be* fc*a0h®r«d Table V shfi»s the extent to whieh speoifio types of difflsttltlea were enoounteroA by student teaehers* In this table* emphasis is placed on presenting an over*all picture
10* *f the dlfflaaltiea encountered by atadent teacher*} and the finding# are based, therefore, on the ecabined frequency of til difficulties encountered by student teacher* ti report** by b«tb itadent teeahera and bhtlr aupervUlng teacher*.
table y, smtm oxm or
S i m * Aoeasis* fo m m m s m m v m m P
r Specific type* af difficult!#*
of time •eported
Wfllt^i1iHtlIff,ffffrWbfffjLmf pupil Motivating pupil Interest m i response Smiling routine phase* of classroom
Adjusting to defleisneiee la aabool equipment, physical conditions,
bypflydMiP sspssSs f
teaching role* Fy9&6&tl&g %iii# Iffffn &&« m ^*4 © N
w»« dlscertation. lawTcrlt Balvcraitjr. In library of Untwciby, Sow York* 1939* 84 pp# Hwns^i leather*♦" of the MaMoaal. Oaafor cnee ...of.SugorYiaora and Dlrcctore o* ^ traction. Bureau of Publicat!ona, Teachers 0©liege, 0©lumbla University, Mow Ytrk* pp* 108*384 1939* Hlll» George I* "Teachers* Instructional Difficulties*" jtoj^aal. of Sdttoatiooal aeaenrch 37 >608-15, April, Hilly 0>
A State, of the Difficultly of Beginning High sahoolTeaahcra in Mlcnlgj^frapufallahed doctor'a j V m
■a^AfeiM S t
^— ■ — - M
J L ^
University, Ann Arbor, Michigan* 1945*46# 231 pp Hughes, 0. I>, "Problem* Confronting the Student Te&eher in Anticipation of Teaching," Educational Adnlnlatratlon and auaorrlaioB 10>509-83. Hoeettier','lwt»
iRglM, I* B, "Probleisa of the Beginning Teacher." fdneatlonal^Adaialiifegatlon and Snpcrrialoa 28>414-25, Koch, Harlan Clifford, Problema in High Sohool Adniniftratjon and Sangrtlaion yootto lfapttbliak9 .!\ ; ■ :■.w - ' ' r
... ‘f m in,%6&>study oi r t he : .’diffl^uafeijsa of1, fehglaning teaahara,.**-.
.I-, prefer;i^Vv'tp raaaiate la? the-, study oi* t?h© .fehgta&ing t©&©h©rd* N&s&e ofvsohofex . r . . . ^ j:^ -— -•:1.—mr..... Mama ©f Im&irt&ft Ite&ie* ....... ............ .,_. ' Ham©- ;of. your^ prlaolpai of imparvlaor . '
APPENDIX B WittOIMJP MSffSR SENT TO BEGHBBIB® TKA0HSE3 TO SBCSJS13 THE H U U m m PAHTI0XPATIO*
354 Soon©, Horth Carolina Cottar £0*, 104®