Abstract
Senior practice teaching groups were administered the Teacher Practices Questionnaire (TPQ) before and after their practice-teaching experience; sophomore students in an educational psychology course were also administered the TPQ at the beginning of this course. Results for all groups were compared with those reported by Sorenson, et al. on a group enrolled at the University of California, Los Angeles. Though significant differences on the five scales of the TPQ were noted among all groups, the present authors feel that the area most promising for further investigation would be the gross differences noted for the group in the educationa. psychology course. The TPQ results reflect the effectiveness of training in professional education courses in the development of teacher role expectations.
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