Sources of anxiety among pre-service teachers on field placement experience

This study examined pre-service students’ perceptions of their sources of anxiety during field experience. A sample of 85 undergraduate education students participated in the study (females = 52.9%). The students completed a survey on their perceptions of sources of anxiety during teaching practice. The results suggest students experience anxiety in four domains, namely preparation and execution of lesson plans, evaluation of lessons, classroom management, and relationship with host school staff. Evaluation of lessons ranked high as a source of anxiety for student teachers on field placement, followed by preparation, classroom control and relationship with the host school staff, respectively. Seeming inconsistencies between university and school-based supervisors in lesson plan formats compounded the pre-service teachers field placement-related anxieties Appropriately targeted student support interventions can help allay the fears and anxiety of pre-service teachers during teaching practice.     

College-bound girls and science careers: Perceptions of barriers and facilitating factors

Student perceptions of barriers, facilitating factors, and information needs related to the consideration of careers in science and technology were investigated with a nationwide sample of talented high school senior women (N = 1017). Data were collected through a mailed questionnaire as part of a broader National Science Foundation project. Results of the study suggest that relatively few girls choose careers in science and technology because: They have doubts about combining family life with a science career; they lack information about steps in preparing for a science career; they believe influential adults; and they see few examples of the important role women can play in science. The data describing the students' perceptions of facilitating factors and information needs suggest that encouragement from family, access to role models, extra help and encouragement from science teachers, and information about careers in science, including the steps involved in preparation, might be influential in helping change perceptions of barriers to careers in science and technology.     

An open-learning approach to career management and guidance

Assumptions about the nature of career development are changing in the face of organisational and technical change in the workplace. Individuals are now less likely to experience secure, lifelong employment, and instead will need to face the process of career review and change with greater frequency. They will therefore need to be skilled in managing their careers effectively. Open-learning approaches to career management and guidance have until recently been comparatively little used and yet they offer the potential for action-oriented career planning, provide a career decision framework for learners, and encourage increased ownership of the career management process by the individual taking part. They can be used in educational and commercial settings to facilitate both the processes of initial career choice and those of career development and progression. From the perspective of the careers practitioner, they offer a high-volume, but not necessarily low-cost, approach to the delivery of career programmes. Evaluation evidence is reviewed from two programmes developed at the Open University and the University of Sussex respectively. The range of learning outcomes they deliver is discussed     

The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children

The present study advances a new method for assessing teacher beliefs and priorities. This paper describes the development and psychometric properties of the Teacher Belief Q-Sort (TBQ), an assessment technique that examines teachers' priorities and beliefs about discipline practices, classroom practices, and beliefs about children (see www.socialdevelopmentlab.org. Further, this paper describes the usefulness of this tool by examining differences in beliefs and priorities among four groups of teachers (experienced teachers trained in the Responsive Classroom (RC) Approach, experienced teachers with no such training, pre-service teachers planning on teaching elementary school, and pre-service teachers planning on teaching middle/high school) with the goal of demonstrating the way priorities are sensitive to specialized training and teaching experience. The study establishes the TBQ as a reliable, valid, and useful method. Findings showed that RC teachers hold discipline and teaching practice priorities consistent with training in the RC Approach and that pre-service teachers placed greater priority on spontaneity and collaboration and held more negative views about children's likeability and motivation than in-service teachers. Findings are discussed in terms of the ways in which teacher priorities are sensitive to specialized training and teaching experience and offer an early indicator of integrity of implementation.     

Interviews Exploring Emerging Adults’ Everyday Life Gender Norm Experiences,Media Gender Norm Perceptions,and Future Gender Norm Expectations

In a culture where media increasingly permeate everyday life experiences, this study explores where emerging adult interviewees acquire gender norm information and how this information is applied to future gender norm expectations. Qualitative research has considered emerging adults’ future life expectations; however, it has not concurrently explored everyday life gender norm experiences, media gender norm perceptions, and future gender norm expectations in family and career. This study’s 20 in-depth interviews (M age?=?19.05 years) with male and female undergraduate students were analyzed using grounded theory method (GTM). Findings revealed interviewees used everyday life gender norm experiences to support or challenge media gender norm perceptions. The majority of interviewees also perceived media undergoing a “shift” to mirror everyday life gender norm experiences. Additionally, interviewees often discussed childhood everyday life experiences rather than media perceptions when articulating future gender norm expectations. However, while most female interviewees expected to manage future household, childcare, and career responsibilities, male interviewees expected a 50/50 split, to take part in less childcare, and expected future partners to work, contributing to household finances. The discussion considers the ways the interviewees integrated everyday life and media gender norms in conversation, how they may use these realms to shape future expectations, and the consequences that might arise if these expectations are not met.

     

Background and career orientations of women with mathematical aptitude

A “person-thing” career motivation continuum was tested as a model for structuring this investigation of the personal characteristics and career influences of women in mathematics who entered teaching or nonteaching careers. Women mathematicians who chose to teach were hypothesized to be more person-oriented in career development (i.e., they would be more influenced in the development of career interest by people). In contrast, women who chose careers in mathematically oriented fields, until recently considered nontraditional for their sex (engineering, physical science, accounting, economics, computer science), were expected to be more attracted to the “ideas” or “things” of mathematics.This hypothesis was tested in its null form by comparing personality traits and career influences for two groups of university senior women. Each group was composed of 30 subjects who had elected at least 24 semester credit hours in mathematics. Subjects were randomly selected after individuals were first stratified into two groups, according to whether they chose teaching or nonteaching careers in math-related areas.Second order personality traits derived from subjects' responses to Cattell's 16 PF Questionnaire were employed to assess personality differences. A biographical questionnaire was utilized for collecting data relative to career-influence factors. Multivariate analysis of variance and chi square statistical models were employed for data analysis.The two groups differed significantly in overall personality profiles. This difference was related to the nonteaching group's having scored significantly higher (than did the teaching group) on both the creativity and independence personality factors. Related to career influence, the nonteaching women appeared to develop their interests in mathematics somewhat earlier than did their counterparts who chose to teach. Women teachers were more attracted to their careers because of the influence of people engaged in mathematically oriented work. More of the nonteaching women cited influences associated with mathematics, itself, such as books, demonstrations and independent studies, as paramount in their career decision-making. Also, men were seen as more influential in fostering their career development by the non-teaching group, while in contrast, the teachers chose women as more influential in the development of their interests in mathematics.These findings appear to support the “person-thing” hypothesis associated with the development of career interests for women in mathematics.     

A Longitudinal Application of the Theory of Reasoned Action to Women's Career Behavior1

Based on the theory of reasoned action (TRA; Fishbein & Ajzen, 1975), we hypothesized that young women's career intentions would be predicted by their gender-role attitudes and perceptions of their boyfriends' and parents' career-related preferences for them. Career intention was expected to predict future career behavior. The model was tested using longitudinal data from 105 women studied in 1973 and followed up 14 years later in 1987. Data were analyzed using structural equation modeling. Results supported the TRA: women's gender-role attitudes and their perceptions of important others' preferences predicted their career intentions, which predicted career behavior 14 years later. Implications for the study of women's careers and the longitudinal application of the TRA are discussed.     

Mitigating Gender-typed Occupational Preferences of Zimbabwean Primary School Children: The Use of Biographical Sketches and Portrayals of Female Role Models

The present study was designed to investigate the influence of children’s books in promoting nontraditional career aspirations of primary school girls in Zimbabwe. Children who used specially written readers that contained biographic sketches of women role models in nontraditional careers comprised the treatment group; the control group consisted of non-user children. Survey data were collected from these subgroups using multiple data collection techniques. Analysis indicates that career preferences of the treatment group were not conditional on background characteristics. As expected, analysis of post-treatment perceptions showed that girls had significantly greater interest in the careers of role models than did boys. Finally, the former also expressed more interest in nontraditional occupations during post-test analysis than the control group did.     

An Examination of Outside Work Experience of Public School Personnel

This study is one segment of a research project initiated by the Bureau of General Research, Kansas State University, Manhattan, to examine work attitudes and work experience of school personnel and their implications for career education. This article deals with the work-experience portion of that project. Data were obtained through the use of Work Attitude Inventory of Teachers (WAIT), a survey instrument that included a work-experience questionnaire. The instrument was administered independently to school administrators, vocational educators, secondary teachers other than vocational, elementary school teachers, and guidance and counseling personnel. Respondents recorded work experience outside teaching as well as teaching experience. The responses were categorized according to length of employment (full, part time, summer) and according to the U.S. Office of Education's 15 career clusters. The combined sample of 831 respondents to the work-experience element showed an average of 14.5 years of teaching experience and one out of five persons with no work experience outside education. Most work experience recorded was of a temporary nature and usually in a low-level or menial category.     

幼儿园新教师学历与离职意向的关系:入职适应、工作满意度的多重中介作用

以783名教龄3年以内的幼儿园新教师为被试,采用问卷法考察入职适应和工作满意度在新教师学历与离职意向之间的中介作用。结果表明：工作满意度在幼儿园新教师学历与离职意向的关系中具有正向独立中介作用;入职适应、工作满意度在幼儿园新教师学历与离职意向的关系中具有负向链式中介作用。这些结果说明,良好的入职适应是提高幼儿园高学历新教师工作满意度、降低其离职意向的关键因素。     

Measuring role entrapment of people who stutter

The purpose of this study was to explore whether people who stutter experience role entrapment in the form of vocational stereotyping. To accomplish this, 385 university students reported their perceptions of appropriate career choices for people who stutter. Direct survey procedures, utilizing the newly developed Vocational Advice Scale (VAS), were used in this study. Comparisons for the main effect of speaker status (person who stutters and person who does not stutter) were conducted using a one-way analysis of variance (ANOVA). Results of this analysis suggested that the university students reported an overall perception that stuttering affected career opportunities and that 20 careers were judged to be inappropriate choices for people who stutter. Conversely, 23 careers were judged to be appropriate choices for people who stutter. Findings of this study provide initial data that supports that people who stutter may suffer from role entrapment related to career choices. EDUCATIONAL OBJECTIVES: The reader will be able to: (1) provide the definitions of stereotyping, role entrapment, and how these relate to people who stutter; (2) discuss the career choices that college students perceive as appropriate and inappropriate for people who stutter; and (3) summarize the needs for future research in this area.     

Increasing Pre-service Teachers’ Use of Differential Reinforcement: Effects of Performance Feedback on Consequences for Student Behavior

Significant dollars are spent each school year on professional development programs to improve teachers’ effectiveness in the classroom. The usefulness of these programs can be measured by the consistent application (i.e., implementation integrity) of skills which were taught in the training sessions. This study assessed the integrity with which pre-service teachers used a differential reinforcement of alternate behavior (DRA) strategy taught to them during their student teaching experience. Seven student teachers in general education settings participated. Teaching assignments ranged from early elementary through high school in urban, suburban, and rural settings. Intervention consisted of a 1-h workshop and individual feedback meetings following direct classroom observation. Results showed that (a) student teachers increased their number of correct DRA responses as measured by accurate teacher feedback to students, and (b) students showed increased hand-raising and decreased talk-outs. Implications for helping pre-service general education teachers to teach more consistently and effectively in inclusive settings are discussed.     

Client Perceptions of and Preferences for University-Based Career Services

One hundred thirty-three students who were actively seeking career services reported on their perceptions of the similarity among, and their preferences for, 17 different types of career assistance by way of a paired comparison task. Multidimensional scaling (MDS) and multidimensional preference modeling procedures were used to map these data into spatial representations. Ethnicity, international/domestic student status, tendency to foreclose (TTFS; Blustein, Ellis, & Devenis, 1989), and previous experience with an interest inventory each accounted for differences in perceptions. All participants preferred career assistance involving direct interaction with employed individuals, but class level, occupational status, previous participation in a career development class, and previous experience with career counseling accounted for differences in preferences.     

Career trajectories of Dutch pop musicians: A longitudinal study

Systematic studies of artistic careers are scarce and this is the first large-scale study on the career development of pop musicians. Using a prospective longitudinal approach we followed a sample of aspiring pop musicians in the Netherlands (N = 369) over a three-year period. First we identified four groups of pop musicians with different career patterns, that is, upward careers, downward careers, stable successful careers and stable unsuccessful careers. By means of a multigroup growth mixture model we examined how career success was influenced by social support, professional attitude and professional network. Results showed that successful pop musicians experience more social support, have a stronger professional attitude and a more extensive professional network. Moreover, our study shows that these findings were consistent both between and within the different career pattern groups.     

Are you sure? the role of uncertainty in career

Although uncertainty is a fundamental human experience, professionals in the career field have largely overlooked the role that it plays in people's careers. The changed nature of careers has resulted in people experiencing increased uncertainty in their career that is beyond the uncertainty experienced in their job. The author explores the role of uncertainty in people's experience of their careers and examines the implications for career counseling theory and practice. A review of the career theory and career counseling literature indicates that although contemporary approaches have been offered to respond to the changed nature of career, none of the approaches have identified uncertainty as a core part of individuals' experience of their career. The broader literature on uncertainty is then reviewed at the societal, organizational, and individual levels.     

The Teacher's Career and Life

Abstract. Participants in a Wabash Center consultation on vocation discussed the variety of expectations, opportunities, and challenges that create contexts for teaching as they move through careers. These essays emerge from the experiences and reflections of four participants about different stages of careers in diverse contexts. Tom Massaro writes from the perspective of one who recently navigated the challenges leading up to the tenure review in a Jesuit theological school and notes common patterns amidst the diversity of challenges. Phyllis Airhart ponders vocational fidelity in the transitions to new roles and responsibilities at mid‐career in a Canadian university. Barbara Brown Zikmund deals with what she calls the ‘mature years’ and traces a major shift in her career from administration in an American school to teaching in Japan. Raymond Williams reflects on vocation during the process of preparing for retirement from teaching in a liberal arts college, attempting to respond faithfully to the inevitable question, ‘What are you going to do when you retire?’ Vocation is a thread that runs through each essay as reflection on the integrity and continuity of careers. The authors raise issues and make suggestions that may help others reflect on their vocation as teacher.     

High School Biology/Life Science Teachers’ Presentation of Genetic Counseling and Health Care Career Options in Their Classrooms

Studies show teachers play an influential role in the career decision-making process of students and early knowledge of genetic counseling (GC) increases the likelihood students will consider this career option. This quantitative study is the first to explore the presentation of GC and other health care career options by high school (HS) biology/life science (B/LS) teachers in their classrooms. Our findings indicate most B/LS teachers present GC as a career option to HS students, agree it complements classroom activities, and perceive students as interested in learning about the profession. However, teachers note many barriers to spending class time presenting GC careers. Consequently, a substantial number of teachers spent a minimal amount of time presenting health care careers in general. We discuss ways genetic counselors can enhance career resources, reduce barriers, and foster student interest in pursuing a career in GC by developing partnerships with HS B/LS teachers.     

Career self-management: Its nature, causes and consequences

In a recent special issue [Journal of Vocational Behavior 59 (2001) 284], scholars noted that the field of vocational psychology needs a better understanding of career self-management. This article proposes a conceptual framework of career self-management, based on Crites’ [Vocational Psychology, McGraw-Hill, New York, 1969] model of vocational adjustment. It argues that people use three types of career self-managing behavior (positioning, influence, and boundary management) as adaptive responses to career development tasks. These behaviors are used to respond to or eliminate thwarting conditions or career barriers, and thereby lead to vocational adjustment. Suggested determinants of this behavior are self-efficacy, desire for control, and career anchors. Career self-management can enhance perceptions of control over the career, leading to career satisfaction, but it may also be associated with negative outcomes and maladjustment. The framework is suggested to apply both to bounded ‘organizational’ careers and to more flexible, improvised careers. The article concludes by considering the implications for research and practice.     

Student teachers’ competence and career certainty: the effects of career anxiety and perceived control

In comparison to other professional faculties, student teachers are less certain about their career decisions. Consequently, examining the factors that influence their perceptions of career competence and certainty may be beneficial for their professional development. We examined how student teachers’ (n = 194) gender, grade of instruction, practicum, career anxiety, and perceived control affected their career competence and certainty. Anxiety had large and negative effects on competence and certainty. In contrast, primary control enhanced competence whereas secondary control enhanced certainty. High-practicum ratings were also associated with greater competence and certainty; however, these effects were mediated by anxiety and perceived control. These findings help us understand the transition that student teachers make from studentship to becoming professional teachers.