The purpose of this study was to examine the following two general questions: What is the relationship between interns' teacher education regarding planning and the planning strategies they actually use? What are the relationships among interns' extent of using systematic planning principles, their subject matter knowledge, and student learning outcomes? / Both qualitative and quantitative data were obtained. Qualitative data were collected from 12 student teaching interns regarding their training in planning, their knowledge, and attitudes toward systematic planning, subject matter knowledge, and their lesson plans. The topics--attitudes toward systematic planning, subject matter knowledge, and lesson plans--were also measured by predesigned scoring plans. Criterion-referenced posttests were used to measure the interns' students' skills and knowledge. Surveys were used to measure students' attitudes toward instruction. / Results indicated that: (a) No conclusions were reached on the relationship between interns' training and their systematic planning knowledge due to the homogeneity of the training; (b) No conclusions were made on the relationship between interns' training and their attitudes toward systematic planning because there was no variance in training; (c) Interns who used more systematic planning techniques in their planning showed that they had more knowledge about systematic planning principles, especially concerning the knowledge of "identifying goals;" (d) Interns who had more positive attitudes toward systematic planning increased their use of systematic planning principles; (e) Students who received instruction from an intern who practiced systematic planning did not produce higher performance scores than students taught by an intern who used less systematic planning; (f) Students who received instruction from an intern who used more systematic planning did not express greater evidence of positive learning attitudes than did students of interns who used less systematic planning; (g) Interns who had more subject matter knowledge did not have students with higher performance scores than those of other students in the study; and (h) Interns with higher levels of subject matter knowledge had students with more positive attitudes toward the instruction. Recommendations for teacher education are then described, followed by suggestions for further research. / Source: Dissertation Abstracts International, Volume: 54-09, Section: A, page: 3404. / Major Professor: Walter Dick. / Thesis (Ph.D.)--The Florida State University, 1993.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77004 |
| Contributors | Hsu, Chao-Li., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 201 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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