The NNER and pre-service teachers' philosophic orientations

The Philosophic Inventory, designed by Robert Leahy, was used to assess the philosophic orientation of pre-service teachers at one National Network for Educational Renewal (NNER) member institution to determine the impact of the teacher licensure program on pre-service teacher beliefs. Results indicate significant philosophical shifts in pre-service teacher beliefs over the course of the teacher licensure program toward the democratic domains of progressivism and existentialism. However, multiple ANOVAs revealed significant interaction effects between gender and philosophic orientation that suggest gender has a profound impact on the formation of one's philosophic orientation. In addition to quantitative survey analysis, six pre-service teachers were interviewed. Focus group examination suggests that many pre-service teacher beliefs about schooling mirror the public at large and do not fully reflect the mission of the NNER.

Name thesis:degree_name

Doctor of Philosophy (Ph.D.)

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Education

Grantor dc:publisher

Colorado State University. Libraries

Year dc:date.issued

2001

Authors dc:creator

• Gajda, Rebecca, author
• Cobb, R. Brian, advisor

• teacher education
• educational philosophy

Statement dc:rights

• Copyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.

Language dc:language.iso

eng, English

Identifier URI

https://doi.org/10.25675/3.026943

OAI identifier oai:identifier

oai:mountainscholar.org:10217/244348