The professional half-life of the typical graduate of a teacher education program is two years, i.e., of those who begin to teach after having received their baccalaureate, only half will remain in teaching for more than two years, a quarter for more than four years, and an eighth for more than six years. Obviously, many undergraduate students in teacher education do not plan for a long career in teaching. Recent research (io, 11, 13) brings out some sociopsychological problems encountered by beginning teachers that may account for the high attrition rates during the first few years. The present study was undertaken (i) to attempt a replication in advantaged, suburban schools of previous studies of professional self-concepts of practice teachers in deprived sections of Chicago's inner city (io, 13);(2) to extend the study to recently discovered factors in teaching attitudes (12);(3) to examine the effects of tutoring-a presumably beneficial experience for education students (9); and (4) to contrast the effects of tutoring with the effects of practice teaching on both self-concept and attitudes.As little as twenty years ago, beginning middle-class teachers educated in urban colleges were &dquo;reality struck&dquo; by 1.

No abstract

No abstract

No abstract