Generative teaching and personality characteristics of student teachers

This study determined the relations between generative teaching and student teachers' social maturity, receptivity to criticism and ability to incorporate criticism. Additionally, the “more effective” and ‘less effective” student teachers were compared with respect to these personality characteristics and generative teaching. The subjects were 97 elementary student teachers. At the end of student teaching assignment, the subjects' generative teaching as well as their personality characteristics were evaluated. Results showed that personality characteristics accounted for 56.8% and 56.6% of the variance in the preactive and interactive generative teaching. The “more effective” student teachers were significantly more generative, more mature, and more receptive; they also incorporated criticism more often than the “less effective” ones.