GENERATIVE TEACHING AND PERSONALITY-CHARACTERISTICS OF STUDENT-TEACHERS

This study determined the relations between generative teaching and st udent teachers' social maturity, receptivity to criticism and ability to incorporate criticism. Additionally, the ''more effective'' and ''l ess effective'' student teachers were compared with respect to these p ersonality characteristics and generative teaching. The subjects were 97 elementary student teachers. At the end of student teaching assignm ent, the subjects' generative teaching as well as their personality ch aracteristics were evaluated. Results showed that personality characte ristics accounted for 56.8% and 56.6% of the variance in the preactive and interactive generative teaching. The ''more effective'' student t eachers were significantly more generative, more mature, and more rece ptive; they also incorporated criticism more often than the ''less eff ective'' ones. Copyright (C) 1996 Elsevier Science Ltd