Az Eszterházy Károly Tanárképző Főiskola Tudományos Közleményei. 1991. Sectio Pedagogica et Psychologica (Acta Academiae Paedagogicae Agriensis : Nova series ; Tom. 20)

Kiripolszky Mária-Nahóckyné Ludányi Ágnes: Pályaszocializáció és szereptisztázás hallgatói csoportmunkával a tanárképzésben.

KJRIPOLSZKY MÁRIA—NAHÓCZKYNÉ LUDÁNYI ÁGNES PÁLYASZOCIALIZÁCIÓ ÉS SZEREPTISZTÁZÁS HALLGATÓI CSOPORTMUNKÁVAL A TANÁRKÉPZÉSBEN (TERVTANULMÁNY) ABSTRACT: Teacher training should lay down the foundations of what we call "traing students to become intellectuals" and also the professional competence of would-be teachers. In this process it is very important to form abilities that the teaching profession requires to generate interest in self-knowledge. At present teacher training preserves the attitudes prevailent in childhood and adolescence. The would-be teachers' viets concerning their profession are based, on the one hand, on traditional stereotypes that live in society, and on the other hand on social roles they played daring their schooling and on social situations they were in volved in. These hide dangers in themselves which make it impossible to adopt childcentred attitudes in teaching. If dealing with children, poying attention to children becomes of secondary importance, the teacher will not be able to spot talent, to develop talent. In the 1988/89 academic year the Department of Psychology ot the Teachers' Training College in Eger worked aout a research project. Whe deal with the student's career adaptation and their coming to terms with their role as teachers. We are trying to develop their pedagogical abilities with group-work. 179 students participated in the project, out of them 114, in the experimental group 75 of them made the control group. The methods we used were the following in interview was conducted with 30 randomly shosen students, then we applied the attitude scale (Bogardus-Park, Thurston, Likert, Super, CPI, Leary). The above mentioned are under mathematical and statistical analyses. The results of this port of the programme is now under mathematical and statistical analyses. In the first half of the programme we worked out programmes aimed to develop emotional life and self-knowledge. 83