OF PUPILS TAUGHT BY THEIR STUDENT TEACHERS "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

The attitudes of student teachers and supervising teachers were tested according to six attributional categories: (1) pupil ability: C2) pupil effort: (3) student teacher's ability to teach: (4) student teacher's effort: (5) help from the supervising teacher: and (6) difficulty of the task. Several conclusions were reached: (1) when pupils succeed in learning, supervising.teachers are more likely to give credit to the student teachers than the student teachers give themselves: (2) when pupils fail to learn, supervising teachers are less likely than student teachers to blame the pupils; and (3) The more a supervising teacher fee,:s responsible for pupil success or failure, the less credit is given to the student teacher. Important, also, is the supervising teacher's estimate of the difficulty of the teaching assignment, a judgment which this study suggests is more closely related to what the supervising teacher believes are the abilities of the pupils than their motivational patterns. (JD) ***************************************************4******************* Reproductions supplied by EDRS are the best that can be made from the original document