Attitudes of Elementary Classroom Teachers Towards the Preparation of Elementary Classroom Teachers
type: CreativeWork
description: The purpose of this study was to assess the attitudes of elementary classroom teachers in southwest Missouri towards the preparation of elementary classroom teachers. A survey was given to seventy-two teachers in southwest Missouri. The data was collected and tabulated in percentages. Fifty percent of the respondents agreed or strongly agreed with the new proposed curriculum. Respondents felt that less methods, more content would be appropriate for students entering the teaching field whether they are going to teach primary or upper elementary children. Eighty-eight percent of the respondents felt that an elementary education major should first experience the elementary classroom during the freshman or sophomore year. Forty-two percent felt that student teaching should be extended from eight weeks to sixteen weeks. There was no agreement as to the relationship between GPA and teacher effectiveness. There was no agreement on the issue of an entry content test prior to applying for the teacher education program. Fifty-one percent of the respondents favored an exit teaching methods test prior to being certified. Seventy percent of the respondents did not favor testing teachers presently teaching in the State of Missouri.
abstract: The purpose of this study was to assess the attitudes of elementary classroom teachers in southwest Missouri towards the preparation of elementary classroom teachers. A survey was given to seventy-two teachers in southwest Missouri. The data was collected and tabulated in percentages. Fifty percent of the respondents agreed or strongly agreed with the new proposed curriculum. Respondents felt that less methods, more content would be appropriate for students entering the teaching field whether they are going to teach primary or upper elementary children. Eighty-eight percent of the respondents felt that an elementary education major should first experience the elementary classroom during the freshman or sophomore year. Forty-two percent felt that student teaching should be extended from eight weeks to sixteen weeks. There was no agreement as to the relationship between GPA and teacher effectiveness. There was no agreement on the issue of an entry content test prior to applying for the teacher education program. Fifty-one percent of the respondents favored an exit teaching methods test prior to being certified. Seventy percent of the respondents did not favor testing teachers presently teaching in the State of Missouri.
author: Potter, Julie Ann
keywords: Elementary Education and Teaching
date published: 1988-07-01T07:00:00Z
date modified: 2026-07-24T03:15:29Z
provider: Missouri State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Missouri State University