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Abstract
Student teachers enrolled at Kansas State University and Northeastern State College (Oklahoma) in the spring of 1967 were compared on (1) maintenance of philosophic orientation, (2) adherence to teaching attitudes, (3) reaction to student-teaching, and (4) performance on related criteria. The GNC Scale of Logical Consistency in Educational Ideas determined their philosophic orientation. The Minnesota Teacher Attitude Inventory determined their attitudes toward potential teaching situations. Comparisons were made before and after student teaching by institution, teaching level, and sex. GNC, MTAI, and ACT levels, methods and student-teaching grades, and grade point averages were tested for intercorrelation.
K. S. U. students were more logically consistent and empirically oriented in their ideas about education before and after teaching participation. Teaching attitudes were best maintained by the elementary students in both institutions. N. S. C. students showed greater intercorrelation among all the criteria. Low logical consistency by N. S. C. students may signify disagreement between theoretical and practical educational views. Maintenance of teaching attitudes by K. S. U. elementary students suggests variable effects of professional courses. Agreement among academic and educational criteria by N. S. C. students suggests a greater unaminity of educational ends and means.