Personality and Ideational Correlates of Student Teachers' Classroom Behaviours.

Butterworth, Alan (1978). Personality and Ideational Correlates of Student Teachers' Classroom Behaviours. The Open University.

DOI: https://doi.org/10.21954/ou.ro.0000fca1

Abstract

Twenty-five second-year students following the Certificate of Education course in a constituent college of the Liverpool University School of Education were tested with personality and creativity measures. The predictive capacity of the personal data was analysed in terms of the several categories of an interaction analysis schedule applied during observations of the students' teaching. The analysis revealed a quantitatively consistent style of interaction when students were seen on different occasions although inportant changes of a qualitative nature may have occurred. Measures of Ideational Fluency, Flexibility and Originality correlated with the criteria in the same directions and to similar extents, suggesting substantial communality of variance; and there was a tendency for these variables to relate to higher incidences of teacher initiation. Other correlates included Affectothymia (warm, outgoing temperament), artlessness and higher superego strength with the teachers' giving praise; and there were indications that anxiety was linked with teachers' questioning behaviour. Intelligence, as measured by a sub-scale of the personality questionnaire, was not a significant correlate of any behavioural category. The concepts 'personality' and 'creativity', together with their measures, are discussed and related to previous research into teacher competence and behaviour

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