Date of Award

12-1-1979

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching & Learning

Abstract

The population of non-certified pre-kindergarten teachers in northern Minnesota have encountered problems in obtaining formal, on- campus teaching instruction. "Self Concept Development and the Teacher- Child Relationship" was one of many learning packages developed at Bemidji State University to assist the population. The dissertation was a response to two topics of inquiry about the population and the learning package: (A) What are typical pre-package responses by the population toward young children in respect to self concept development? (B) How effective is the learning package as an instructional tool intended to facilitate the internalization of principles relating to self concept development? A case study approach was taken with a selected sample of sixteen who completed a pre-package observation session and with a smaller sample of eleven who also completed the learning package, a post-package observation session, and a post-package survey. Rogers' concept of "significant learning" (1969) provided a theoretical premise for both topics of inquiry. Krathwohl, Bloom, and Masia's "Taxonomy of the Affective Domain" (1964) was used for the second topic, in order to determine levels of internalization. Concerning the first topic of inquiry, pre-package findings were the following:

1. Ten participants showed a consistent pattern of at least 4 of 5 sample behaviors facilitative of positive self concept.

2. Eight participants accurately interpreted the likely meaning of observed interactions at a minimum 80% consistency level.

3. Four of the sixteen participants consistently cited principles of self concept theory relevant to the sample interactions. It was concluded that the sample had basic competence in specific situations for facilitative practice, but that the sample lacked ability to articulate theory in justification of practice. These findings were reached concerning the second topic of inquiry:

1. Package responses beyond external requirements indicated that nine of eleven participants showed a "willingness to respond" to self concept principles.

2. Improved post-package sample responses suggested a new "acceptance of values" pertinent to self concept theory for six participants.

3. The learning package supported an "organization of values," having self concept as a focus, for two participants.

4. An analysis of all information sources documented "movement to higher levels of affective internalization" relevant to self concept facilitation for ten of eleven in the sample. As a part of an in-service preparation program utilizing field staff, the learning package was found to be effective in eliciting significant learning about self concept development for a sample of non-certified pre-kindergarten teaching personnel.

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