Publication Date

1966

Document Type

Dissertation/Thesis

First Advisor

Axelson, John A., 1929-||Weigel, George D.

Degree Name

M.S. Ed. (Master of Education)

Legacy Department

Department of Art

LCSH

Educational counseling

Abstract

Statement of the problem. The problem was to determine whether there were differences in the perceptions of two groups of graduate students toward the value of teaching experience in attaining guidance goals. The two groups were graduate students at Northern Illinois University with guidance as their declared area of concentration. Group A consisted of those graduate students who had teaching experience but no counseling experience. Group B was made up of those graduate students who had both teaching and counseling experience. Procedures. A questionnaire asking their opinion of teaching experience in attaining guidance goals was nailed to each of the me hundred seventy-eight graduate students in the sample. A total of one hundred fifty-four questionnaire (eighty-seven per cent) were returned. The one hundred thirty-one graduate students used in the study were divided into two groups. Group A was comprised of eighty-six graduate students who had teaching experience but no counseling experience. Group B was comprised of forty-five graduate students who had both teaching experience and counseling experience. A chi square test of significance was used to compare Group A with Group B on the basis of the five questions asked in the questionnaire. Results. Application of the chi square technique allowed that the factors which were used to discriminate A ("novices") from Group B (experts") did not result in corresponding differences in their perceptions of the value of teaching experience in the attainment of guidance goals. Apparently the fact that one group had counseling experience did not make a great deal of difference in affecting their perceptions of the value of teaching experience in attaining guidance goals. According to percentages, the majority of both Group A and Group B felt that teaching experience helped w1th rapport between the counselor and teachers. Philosophically and professionally, teaching experience has often been assumed to be valuable in the work of the counselor. The results of this study may indicate that counselors and teachers view the value of teaching experience in attaining certain guidance goals in a similiar manner. It is recommended that further research be done to determine the significance of teaching experience in the work of the counselor.

Comments

Includes bibliographical references.

Extent

vii, 35 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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