Teacher educators traditionally concentrate on training prospective teachers in the cognitive, affective and psychomotor skills area. That is, teacher educators concentrate on instructing teacher education candidates in skills which they believe will make these candidates successful teachers (Rosenshine and Stevens, 1986: Barnes, 1989). While skills, knowledges, and attitudes are important in teacher education, perhaps teacher educators should also be aware of the personal preferences and needs of their students.
A personal preference profile of male and female teacher education students might give college instructors insight into the types of students they are instructing. Rather than just teaching these students certain skills, college instructors could also help their students gain insight into issues such as what type of students might annoy them, whether they will make a good team teaching member, whether they enjoy debating with others, and whether they need to change activities often to maintain their own interest in these activities. Various other self insights might be gained by the students if they could review their personal preference profile.
The researchers collected the Edwards Personal Preference Schedule (EPPS) profiles from 56 male and 130 female teacher education candidates in their third year of training at a midwestern university. These students were asked to complete the EPPS as part of their teacher education training. The profiles were reviewed in class in an effort to help the prospective teachers gain insight into their own preferences and needs and to assist them in understanding how various school related situations might affect them.
Their profiles were compared to the male and female general population norms on the fifteen EPPS scales. The male and female profiles were divided into Lo ([less than or equal to] 25% tile), Med ([greater than] 25% tile [less than] 75% tile) and Hi ([greater than or equal to] 75% .6) categories. Furthermore, the males' pro flies were compared to the females' profiles. Chi Square analyses were employed for these comparisons.
Edwards Personal Preference schedule (EPPS)
The EPPS general population norms, the population norms used in this study, involved 8963 subjects (Edwards, 1959). The male and female norms provide percentile scores for the following scales:
ACHIEVEMENT AFFILIATION CHANGE
DEFERENCE INTRACEPTION ENDURANCE
EXHIBITION ABASEMENT AGGRESSION
These scales are considered to be measures of relatively independent normal personality characteristics. These scales are related to a list of manifest needs as presented by H.A. Murray (Murray, 1938).
Comparing Females and Males to the General Population Norms
The scores of the teacher educators were [TABULAR DATA FOR TABLE 1 OMITTED] compared to the male or female general population norms. Table 1 shows the female scores compared to the general population norms while Table 2 depicts the comparisons for the male scores. The results reveal significant differences on 13 of the 15 scales for the female students and for seven of the 15 scales for the male students.
A high score on the Achievement Scale [TABULAR DATA FOR TABLE 2 OMITTED] indicates a person who needs to do his best, be successful, and accomplish something of significance. High scorers may not like pressure from others. Female students had achievement scores significantly higher than the general population while there was no significant difference between the male students scores and those of the general populations.
A person with a High Deference score will tend to desire suggestions from others, follow instructions, conform, and praise others. High scorers on this scale do not like to make decisions by themselves while low scorers do not like to be told what to do. …