Abstract:
Considerable research evidence has been amassed to suggest that individuals integrate a concept of themselves by utilising any one of a number of processes. The current research investigated two such processes, namely self-enhancement and self-verification, and indicated their significance for the way in which student teachers integrated a concept of themselves as professionals.
The design took the form of providing feedback to second-year teacher education students who took part in responding to a series of classroom-related vignettes, and then examining their responses against the criteria for self-enhancement and self-verification established from the literature. The integration processes favoured were designated as the dependent variables, with independent variables consisting of status (expert/novice), age (mature-age/school leaver), type of feedback presented (favourable/ unfavourable), and performance on school-based teaching practice. Data were analysed using Analysis of Variance and findings are discussed. Implications for preservice teacher education courses are considered.
The design took the form of providing feedback to second-year teacher education students who took part in responding to a series of classroom-related vignettes, and then examining their responses against the criteria for self-enhancement and self-verification established from the literature. The integration processes favoured were designated as the dependent variables, with independent variables consisting of status (expert/novice), age (mature-age/school leaver), type of feedback presented (favourable/ unfavourable), and performance on school-based teaching practice. Data were analysed using Analysis of Variance and findings are discussed. Implications for preservice teacher education courses are considered.