| Abstract: | The study reported used the semantic differential as an instrument to collect data for an examination of attitudes and attitude change of indigenous teacher trainees at Port Moresby Teachers College. The sample consisted of three Intakes of students, differing widely in exposure to Western education and experience of the teaching role. Teaching in College was almost entirely the responsibility of Australian academics. Analysis of the results showed a strong similarity between Intakes on pre-test factor patterns. The major factor in each case was clearly identifiable as Osgood's evaluative factor. Two other factors gave evidence of splintering of the evaluative dimension. The basic three factor pattern of Osgood was not established. Ten evaluative scales were identified and used in calculation of pre and posttest attitude scores on the sixty concepts rated. Tests of significance of differences between means and variances were carried out by Intakes and, in the case of one Intake which was made up of males and females, by sex. Results were described and tentative explanations offered taking account of Intake differences, cultural setting and the possible effect of teacher/student cross-cultural differences. |
