Sharma, Shubha. (2006). A STUDY OF TEACHING APTITUDE OF TEACHER TRAINEES AS RELATED TO THEIR VALUES AND CHOICE OF SUB CULTURE WITH SPECIAL REFERENCE TO SEX. Unpublished. Ph.D., Education. B. R. Ambedkar University.

OBJECTIVES :

• To find out the relationship between aptitude(co-operative, kindliness, patience,wide interest, fairness, moral character, discipline, optimism, scholarly taste and enthusiasm) and different values(religious, social, democratic, aesthetic, economic, knowledge,hedonistic, power, family prestige and health) of male and female teacher trainees.

• To find out the difference between values of male and female teacher trainees having high and low teaching aptitude.

• To study the relationship between aptitude and choice of different subculture (academic, vocatonal fun and non-confornist) of male and female teacher trainees.

• To find out the difference between subcultures of male and female teacher trainees having high and low teaching aptitude.

• To study the relationship between different values and subcultures of male and female teacher trainees.

• There exists no relationship between aptitude and religious value of male and female teacher trainees.

• There exists no relationship between aptitude and social value of male and female teacher trainees.

• There exists no relationship between aptitude and democratic value of male and female teacher trainees.

• There exists no relationship between aptitude and aesthetic value of male and female teacher trainees.

• There exists no relationship between aptitude and economic value of male and female teacher trainees.

• There exists no relationship between aptitude and knowledge value of male and female teacher trainees.

• There exists no relationship between aptitude and hedonistic value of male and female teacher trainees.

• There exists no relationship between aptitude and power value of male and female teacher trainees.

• There exists no relationship between aptitude and family prestige value of male and female teacher trainees.

• There exists no relationship between aptitude and health value of male and female teacher trainees.

• There exists no difference between religious value of male and female teacher trainees having high and low teaching aptitude.

• There exists no difference between social value of male and female teacher trainees having high and low teaching aptitude.

• There exists no difference between democratic value of male and female teacher trainees having high and low teaching aptitude.

• There exists no difference between aesthetic value of male and female teacher trainees having high and low teaching aptitude.

• There exists no difference between economic value of male and female teacher trainees having high and low teaching aptitude.

• There exists no difference between knowledge value of male and female teacher trainees having high and low teaching aptitude.

• There exists no difference between hedonistic value of male and female teacher trainees having high and low teaching aptitude.

• There exists no difference between power value of male and female teacher trainees having high and low teaching aptitude.

• There exists no difference between family prestige value of male and female teacher trainees having high and low teaching aptitude.

• There exists no difference between health value of male and female teacher trainees having high and low teaching aptitude.

• There exists no relationship between aptitude and choice of academic subculture of male and female teacher trainees.

• There exists no relationship between aptitude and vocational subculture of male and female teacher trainees.

• There exists no relationship between aptitude and fun subculture of male and female teacher trainees.

• There exists no relationship between aptitude and non confirmist subculture of male and female teacher trainees.

• There exists no difference between choice of academic subculture of male and female teacher trainees having high and low teaching aptitude.

• There exists no difference between vocational subculture of male and female teacher trainees having high and low teaching aptitude.

• There exists no difference between fun subculture of male and female teacher trainees having high and low teaching aptitude.

• There exists no difference between non confirmist subculture of male and female teacher trainees having high and low teaching aptitude.

• There exists no relationship between academic subculture and different values of male and female teacher trainees.

• There exists no relationship between vocational subculture and different values of male and female teacher trainees.

• There exists no relationship between fun subculture and different values of male and female teacher trainees.

• There exists no relationship between non confirmist subculture and different values of male and female teacher trainees.

 The sample consisted of 400 male and 400 female teacher trainees from seven institutions of Agra university.

• Personal value questionnaire

• Teaching Aptitude Questionnaire

• questionnaire for student subculture

 Normative survey method

• percentage

• arithmetic mean

• standard deviation

• t-test

• coefficient of correlation

• t-test for correlation coefficient

1. Teaching aptitude was found to be positively correlated with social, democratic, aesthetic knowledge and health values and negatively correlated with religious, economic, hedonistic, power and family prestige values for both male and female teacher trainees.

2. In all the analysis academic and non confirmist sub culture were found to be significantly correlated with teaching aptitude. The teacher trainees belonging to these subcultures are higher in their teaching aptitude or vice versa. Teaching aptitude was found negatively correlated with vocational and fun subculture.

3. Among male respondents Academic sub culture was found to be positively significant correlated with religious, democratic, economic and health values and negatively correlated with hedonistic and family prestige values. For vocational subculture group significant positive correlations were observed for hedonistic power and family prestige values and the results revealed negative and significant witth economic and health values. Fun subculture was positively and significantly correlated with social, aesthetic, economic and health values and revealed negative and significant relationship with religious, knowledge and power values.

4. For female teacher trainees academic sub-culture showed positive and significant relationship with religiou and knowledge values and negative and significant relationship with aesthetic and family prestige values. Vocational subculture was found significantly correlated with democratic and aesthetic values and negatively correlated with family prestige values. Fun subculture was found positively and significantly correlated only with family prestige value and negatively correlated with religious and health values. Non confirmist subculture was found positively and significantly correlated with economic, knowledge values.

5. In the context of gender differences the mean score of teaching aptitude was found to be more among female respondents as compared to male respondents. Male respondents were found higher in social, democratic, aesthetic, knowledge and power values than their counterparts while female respondents scored higher in religious, hedonistic, power, family prestige and health values in comparison to male teacher trainees.

The present investigation has been fruitful in finding the ppersonal values of teacher trainees. Teacher trainees are future teachers and the teachers are the most powerful agent of social change. No society which wants to transform itself to achieve its latest goals, can do without the competent teachers.

The student percieves the teacher as an ideal to be followed and therefore, they believe that what a teacher does it right. This reverence demands a teacher to be an ideal teacher who lays the foundation for good future citizens. So the study helps to identify the values of future teachers.The present investigation has been useful in finding the ptitude of teacher trainees. The results can help in identification of positive aptitude in teacher trainees. Anyone who is to become a teacher needs to be intellect, capable of grasping not only the subject maatter and its place in the curriculum, but also the aims and processes of education.

Besides positive teaching aptitude and values a patent aspect of educational procedure and effective teaching is the student nvironment the extra curricular system in which he lives.

Teaching aptitude has become necessary to select these persons for teaching who have liking for teaching not only as vocation but as career. Aptitude is the inherent potency to express oneself. It is likely to influence the acquisition and development of the competency level of teaching. Teacher educatores are therefore, intimately related to the awareness of effective teaching and the strategies adopted for that purpose necessitate orientation and reorientation with changing needs of priorities in teacher education. The essential features of teaching effectiveness are proneness to development, sincerety, creativity, intelligence and awareness. But the most important factor affecting teaching effeciency is aptitude for teaching.

The result of the present study havee been able to identify the sub-culture of teacher trainees.

Student teachers are influenced by what happens in the college walls. They forms subgroups, which have their own distinctive attitude to different situation norms and life style so every training college has its own value climate. Beside the prescibed curricular, which is visible, every college develops, sub-social system which in its fold, which is visible ut exerts dominant influence on the grooming of factors in shaping teacher trainees. Thus proper understanding of values and subculture is prerequisite to any programme of teacher education.

The result of this study indicates a significant relationship between values and subculture, values and teaching aptitude. These results will help teacher trainees to understand what they understand about subculture from the teaching point of view. Thus the present study can go a long way to promote teachers to develop a ahigh value system atleast for the sake of their teaching. This study indicates that how far aptitude is related to values and subculture which will facilitate and improve the selection process as well as broader curricula of teacher trainees.

Keyword(s): Teacher trainees, Teaching aptitude,personal values, subculture