No abstract

The study tested the hypothesis that group‐centered teaching under the guidance of a counselor‐teacher (experimental group) was equally effective as “teacher‐centered” teaching under the direction of a noncounselor teacher (control group) in the application of a fundamental principle of learning, i.e., learning by and through concept formation and manipulation. The data were gathered by means of pre‐and post‐course essays written under unstructured conditions on the topic, “What Is Teaching and Learning?” Statistical analysis of the data revealed that: (a) both the experimental and the control groups achieved significant increases in terms of the acquisition and use of specified concepts; (b) there was no significant difference between the increase registered by the experimental group and the increase registered by the control group. The study finds that, in this case, group‐centered instruction under the guidance of a counselor teacher was equally effective as instruction under the direction of a non‐counselor teacher in the application of a fundamental principle of learning throughout a full quarter of instruction. Findings are discussed from the standpoint of improvement of teacher education in terms of the use of the counselor approach to teaching in order to achieve significant cognitive gains and from the standpoint of improving mental health in the classroom.

No abstract

Tliis study describes tlie effecls of systcviiatic trrcitmeiit, discussion, orid concrete exei~iplificutiori in cltrssroorti prncticc of selected concepts of Irriiiiari behavior on some persoiinlity vuriobles of tenclrer criiididates in a fouiidatioris of education course. Dnta were gntliererl by nieoiis of preriiid post-course tests using the Minnesota Teacher Attitude Iiiveritory (MTAI) nnd the Myers-Briggs Type Indicator (MBTI). Stntistical nrinlysis of the data revenled cnrididntes (a) achieved significaiitly liiglier scores 011 post-course MTAI iiiecrnrres; ( b ) mode a significant mean moveinerit frorii jud,q~iir~itnl toivurd perceptive preferelices 011 the MBTI; (c) niade a significniif 1 i i e~1 1 nioi*eirieiit froin "Tliirikiri~" roivard "Fecliiif preferences on the MBTI; arid (d) f d e d to chciiigr sigiiificniitly on the Serisirig-liitiiitirrg arid Extroversioti -1iilro versiori SCCI Ies of th e M B TI.